Search results for ""Pavilion Publishing and Media Ltd""

Reflections on the Challenges of Psychiatry in the UK and Beyond is a personal journey though British psychiatry, the NHS and academic life for over 40 years. It describes personal experience as perceived by a postgraduate student, practicing clinician, teacher, trainer, researcher and health service manager.This book presents a personal historical chronicle and a panoramic view of some of the most significant milestones of modern psychiatry. The process of developing mental health services including those for people with intellectual disabilities through a maze of policies, sometimes contradictory, but also with strong ideological, sociological and political encounters proved to be a foremost challenge. The author examines the complex connections of these processes and he succeeds in giving a comprehensive picture of the mental health map in over four decades. Successes and disappointments are featured throughout Reflections on the Challenges of Psychiatry in the UK and Beyond through memories, archives and personal statements. Reflections on the Challenges of Psychiatry in the UK and Beyond will be of interest to all mental health professionals, all other health practitioners, policy makers, commissioners and managers as well to lay people. This book can be used in courses for psychiatrists, psychologists, social workers, nurses, therapists, health and social policy.

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Chairwork is a therapeutic technique that allows clients to create distance between themselves and problematic beliefs, events, memories, individuals and patterns of responding. Although chairwork has been used in various therapeutic frameworks for decades, it is as part of schema therapy (ST) that it has recently taken a big step forward. This new title in the Schema Therapy Approaches and Resources series is a practical guide for therapists who want to learn to apply chairwork in their own practice. It also offers tools for those who already have some experience with this technique, as well as advice on further techniques to make working with chairs more effective in challenging situations. A final chapter looks at pitfalls for therapists, with guidance for recognizing and dealing with a wide range of challenging situations that occur in clinical practice.

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Since its publication in 2019, the FAIT has begun to be used more widely to inform a variety of care packages and therapeutic interventions. Understanding the Impact of Trauma takes the FAIT as a starting point, exploring the concept of ‘emotional disability’ that can follow a traumatic event and the usefulness of applying models like the FAIT more broadly to anyone who has experienced trauma. It will introduce some of the key theories that have informed our understanding of the emotional development of people with intellectual disabilities, followed by a series of case studies focusing on different individuals and how their emotional development informed their therapeutic interventions, including people with intellectual disabilities, people with mental health issues, people living with dementia and autistic people.

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The EHCP Handbook: How to Make an Effective Education Health and Care Plan: A Guide for Parents and Carers is an accessible, illustrated handbook for parents and carers but is also relevant to professionals in education and social care. The book acts as a guide through all the stages of making an ECHP.

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The first book to present the theory and practice of using schema therapy a proven treatment for individuals with borderline personality disorder and related conditions with clients with dependent, avoidant and obsessive-compulsive personality disorders.

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Reflecting a shift to more humanistic and ecological approaches to professional care, this handbook brings together contemporary thinking and practice for those who offer evidence-based, person-centred support for people with intellectual disabilities.

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Historically, English language teachers have not been trained in how to effectively teach authentic listening. Consequently, they avoid using authentic recordings with their students. In addition, the scripted and graded recordings used to model new language (lexis and grammar) in coursebooks are very different from the spontaneous spoken English students encounter beyond the ELT classroom. We are currently doing our students a huge disservice in not training them to cope with authentic speech. This is what the author seeks to remedy in Integrating Authentic Listening into the Language Classroom. Creating a methodology book like this, which leads the field in terms of providing the theory behind listening to spoken English in addition to practical guidance and useful examples, means readers will benefit from learning the theory behind using authentic listening and then understand the need to integrate authentic listening in their classrooms. It will equip readers with the knowledge and skills to use authentic recordings in the classroom. This will enable new and experienced teachers to give excellent foolproof listening lessons using authentic recordings. They can motivate their students, equipping them to cope with listening to spontaneous spoken English beyond the classroom. The book contains 28 easy-to-digest chapters and aims to be accessible for both new and experienced teachers. It contains tried-and-tested decoding and comprehension activities that work in the ELT classroom. The examples and anecdotes given make the activities relatable to a wide range of teaching contexts. It also contains additional transcripts referred to in the main body of the book, a glossary of key terms, references and an index. This title is part of the Teaching English series, which offers a mixture of methodology and practical ideas for teachers of English as a foreign language.

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ETpedia Teacher Training provides both new and more experienced teacher trainers working in a variety of different contexts with pointers, ideas and activities for supporting both pre- and in-service teachers. Each unit of 10 tips is easy to use and will aid or inspire you whether you are dipping in for a quick idea or looking for more comprehensive guidance. Here are 10 reasons to use it as part of your teacher training practice: 1. Learn more about the different aspects of a teacher trainer's role 2. Get support with making the transition from teacher to trainer 3. Make your training more engaging 4. Get inspiration for preparing input sessions 5. Recap techniques and activities you haven't used in a while 6. Supplement your repertoire with fresh new ideas 7. Develop your mentoring skills 8. Use alternative approaches to observation 9. Fine-tune your feedback skills 10. Integrate online training techniques

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Over the last 30 years, the prevalence of eating disorders has increased to become a widespread problem across the UK and worldwide. This book offers a comprehensive guide written by people with eating disorders, their families and leading researchers, clinicians and therapists, all aiming to improve understanding of practical ways of helping people with eating disorders to live and thrive in their communities. The handbook covers the important topics of understanding eating difficulties in our society's context, including the role of social media and the fashion industry, and how health care professionals and voluntary organisations currently support those with an eating disorder. It explores the value of exercise, nutrition and sleep, and considers support from parents and schools for children, as well as making reasonable accommodations for young people and adults in higher education and the workplace. Particular therapies for stabilisation and recovery are detailed, and a final section sets out examples of creative and arts-based approaches.

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The Teaching English series offers a mixture of methodology and practical ideas for teachers of English as a foreign language. The Teaching English Online series complements the main series, offering a mixture of methodology and practical ideas to get teachers started on an online platform, and to support them in creating and delivering dynamic and creative lessons whether they are teaching solely online or in combination with physical classes. Structuring Fun for Young Language Learners Online aims to provide ELT teachers, directors of studies and academic managers with advice about making the transition to teaching online, including: examples related to the author's own experience, online safety and best practice; managing your online classroom, dealing with stress and supporting learners; adapting traditional tasks and making the most of the online medium. The book includes a wide range of colourful activities and numerous illustrations and examples from actual online classes. Throughout, the goal is to help make lessons enjoyable for both teacher and learners. The emphasis is on low-tech, low-prep lessons with maximum results, whilst keeping the focus clearly centred upon the goal of increasing children's familiarity with and ability to produce words and sentences in English. In Structuring Fun for Young Language Learners Online the author examines how many principles of best practice (as covered in the recently-published Structuring Fun for Young Learners in the ELT Classroom, Chris Roland, Pavilion Publishing, 2020) from face-to-face lessons translate to online teaching. The author highlights what teachers will need to approach a little differently, and looks at where the new medium allows us to do things that we could not do so easily before. This book can be used for self-study, as guided reading on more structured training courses - where the three boxes for reflection and discussion at the end of each chapter (Questions for Reflection, Things to Try and Things to Share) can be used as the basis for group discussion - or for trainers preparing their own sessions at an in-house level.

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Part of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, Building Wellbeing and Resilience offers a complete introduction to these critical yet frequently misunderstood topics. Often confused with mental health or physical wellness, wellbeing fuses aspects of both and wider elements into a general sense of 'how we are'. Resilience, meanwhile, is the ability to deal with adversity and move forward. High wellbeing fosters resilience and, in a virtuous circle, resilience is linked to high levels of wellbeing. Exploring these topics along with related issues such as measuring wellbeing, using positive psychology approaches to boost strengths and the impact of neurodiversity, Rob Long considers the importance and impact of wellbeing and resilience at home and in the classroom - and how parents, carers, teachers and schools can help.

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Part of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, Effective Study and Learning offers a complete introduction to these critical yet frequently overlooked topics. Many young people exert considerable effort in 'studying' but still come away disappointed with the results, particularly when faced with traditional written exams. All too often, they fail to fulfil their potential not because of a lack of hard work, but because they have not mastered the study and learning techniques that are fundamental to success in education and eventually in the workplace. Highlighting why self-knowledge and understanding one's own learning style and preferences are critical to success, Gavin Reid and Jennie Guise consider the skills and strategies required for effective study and successful learning - and how parents, carers, teachers and schools can help.

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

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

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Now in its 5th edition, Mental Health in Intellectual Disabilities continues to address the need for a handbook which, while well-grounded in research and latest clinical practice, is essentially non-academic and accessible for staff occupying many roles. For example support workers and managers in learning disability service settings, GPs, psychologists, psychiatrists, community learning disability teams and other professionals who may find themselves supporting a person with an intellectual disability from time to time, as well as students of mental health and intellectual disability. The new edition represents a complete revision and updating, aiming to address key knowledge requirements and concerns of people working in the field and provide opportunities for reflection and continuing professional development. The content is illustrated by case studies to help the reader explore how best to address mental health issues in practice.

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

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

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

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

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

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

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

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

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As attitudes to mental health shift, schools are taking the wellbeing of their pupils much more seriously. All schools in England are required to provide lessons on health and wellbeing; in addition, most now have a mental health leadership role. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. To teach such skills, staff must equip themselves and their workplaces with the procedures, understanding and confidence needed to monitor mental health, share concepts effectively and act appropriately if issues arise. Mental Health and Wellbeing in Secondary Education puts all the information they need at their fingertips - with guidance on creating a culture of wellbeing, warning signs to look out for, and overviews of how a range of common mental health and wellbeing problems can be identified and managed.

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

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

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The core of this book was created by Jody Mardula over several years following a life-threatening stroke - a fairly unusual type of stroke known as a subarachnoid haemorrhage. At the time, Jody was Director of a world-renowned mindfulness centre at Bangor University. The stroke - along with a second 11 months later and a subsequent diagnosis of vascular dementia - affected Jody both psychologically and physically. In Mindfulness and Stroke, she charts her journey from the day of her first stroke, and explains how she adapted short, easy-to-learn mindfulness practices in order to support herself, manage the impact of her injury and make sense of her situation. Jody's text is enhanced by clinical neuropsychologist Frances Vaughan, whose 'Neuro Notes' provide information and advice about coping with the events described in each section of Jody's writing. Frances also contributes Section Two of the book - ten chapters explaining some of Jody's experiences, and looking more broadly at brain injury and its impact on areas of life such as attention, memory, self-awareness and identity.

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Trauma-informed Care in Intellectual Disability A self-study guide for health and social care support staff covers the main topics of trauma-informed care via the theoretical positions of key researchers who have worked in either the field of psychotherapy or disability or both.

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Diagnosis of learning disabilities or autism can happen at any point in an individual's life. While this should mean freedom to move forward with information to access all that's needed to live a fulfilling and rewarding life, the huge obstacles that exist in reality can make a diagnosis a cause for dismay. Furthermore, the way in which the diagnosis is delivered is often done without thought or preparation and consequently ensures lasting emotional trauma to the individuals involved and their loved ones. The aim of this thought-provoking booklet is to directly challenge the method and moment a diagnosis is given, so that it can become the defining opportunity to set individuals and their families off on a positive, hopeful path rather than a negative, diminished one. Each 'rule' speaks powerfully with the voice of the individual or family on the receiving end of diagnosis. Together, the 10 rules provide a useful starting point for discussion and a catalyst for action. Each is followed by suggestions for positive practices. The booklet also contains additional background information on good practice, together with references and sources of further information. The booklet has been written for anyone involved in providing diagnoses and follow-up support to autistic people, those with learning disabilities and their families, together with allied professionals, carers and student in relevant disciplines. It can be used for a wide range of purposes, including staff induction, learning disability and autism awareness training, individual professional development and reflection, and team discussions about the quality of practice and services provided.

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This is the second volume in a series that explores the mental health of parents and its impact on child welfare, and which acts as a yearly update on key research, policy developments and practice innovations, both in the UK and around the world. This publication is a unique opportunity to explore and share ideas about 'success' and what 'leads to success' from the different perspective of parents, children and the professionals who work with them. Much like its predecessor, it draws together a range of experts in the field - researchers, policy makers, practitioners and service users - to identify both the opportunities and challenges, as well as to explore what works in which contexts, for whom and why.

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Imagery rescripting (IR) is a therapeutic technique that allows problematic events to be retrieved from memory and modified in positive directions. This complete manual for practitioners offers a clear and well-organized introduction to how IR can be applied in the treatment of personality disorders and other problems. It explores the various ways in which the technique can be utilised - how imagery exercises can provide insight into present problems via events of the past, how the therapist can rescript images in the early stages of treatment, and how clients can learn to rescript images themselves as the therapy progresses. The use of IR to prepare clients for future trigger situations is also discussed. Each step is illustrated with examples from practice, and a number of clinical pitfalls are considered - including clients who cannot create images, clients with a critical attitude, and clients who struggle with feelings of guilt during the rescripting process.

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As attitudes to mental health shift, primary schools in England will teach compulsory lessons on health (including mental health) from 2020. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. In order to teach such skills, teachers and other staff must equip themselves and their workplaces with the procedures, understanding and confidence required to monitor mental health, share concepts effectively, identify warning signs and act appropriately if issues arise. Mental Health and Wellbeing in Primary Education puts all the information they need at their fingertips - with detailed guidance on creating a culture of wellbeing, overviews of how a wide variety of common mental health problems are diagnosed and managed, warning signs to look out for, and a range of ready-made forms, exercises and lesson plans

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An accessible exploration of the potential of psychology in general, and relational approaches in particular, to help us understand issues of later life, makes sense of anxiety and distress in advancing years, and optimise adult development and aging.

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

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Tired of Teen Anxiety is a step-by step guide for teens on how to come to terms with anxiety, do the things that matter to them and get on with living their lives. Drawing on principles of mindfulness and Acceptance and Commitment Therapy (ACT), the authors describe sophisticated, evidence-based clinical techniques in accessible language - giving teens a toolkit for turning towards their anxiety in positive ways. By acknowledging that difficult thoughts and feelings are a normal part of being human, rather than something that we must try to stamp out or wish away, they normalise the everyday struggles of anxious young people so they can learn to create a new relationship with their anxiety that allows them to fulfil their potential and enjoy every day of their lives. The material is presented in an engaging and appealing style with illustrations, plentiful exercises and downloadable audio.

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This book explores the interplay between how we talk and how we relate. We learn to relate before we learn to talk, and every conversation depends on making sense of our interactions as much as our language. Conversation has the potential to bring us a deeper and clearer perspective, but we are also capable of getting lost or into a mess. Tackling this and offering a means to improve conversational skill for those who depend on it (e.g. teachers, nurses, managers) as well as anyone seeking the courage, compassion and curiosity to have better conversations and relationships, Talking with a Map presents a series of simple steps for making word maps of discussions as they develop. These maps track the hidden patterns in what we say and how we relate to each other while speaking, making visible the links and gaps in our discussions and helping us to achieve a shared understanding of conversations.

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ETpedia Pronunciation is the go-to book for teaching pronunciation. It provides all the key terms and techniques in easy-to-understand terms, and equips teachers with a huge range of creative ideas and activities for pronunciation lessons, whether they are being conducted in the classroom or online. Whether you are a newly qualified teacher looking for a one-stop resource or a more experienced teacher looking to expand your skills and integrate pronunciation more actively into their lessons, ETpedia Pronunciation offers 500 tips and ideas to help! With the dramatic rise in live online teaching, the book also includes a special feature on how to teach pronunciation online and make maximum use of the technology available. Like the rest of the ETpedia series, it is organised in 50 units, alongside a comprehensive Appendix full of photocopiable handouts with additional classroom activities. Each unit provides you with 10 tips, ideas or activities related to theory and practice in the classroom as well as suggestions for homework and self-study tasks. ETpedia Pronunciation is the twelth title in the popular ETpedia series from Pavilion ELT at Pavilion Publishing.

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This is the first book of its kind to be written specifically for autistic parents, whilst also providing essential reading for health and social care practitioners, enabling them to provide reasonably adjusted care with the best outcomes for autistic people and their babies. Written by an autistic mother who experienced a mental health crisis following a poorly supported pregnancy and childbirth, she gives voice to the experiences of many autistic parents in order to address the issues they collectively and uniquely face. The outcome is a practical, insightful and solution-focused guide to empower autistic parents from pre-conception right through to the first few months with baby, and to inform health and social care staff whose job it is to offer support and to meet their needs at these critical times. This sensitively illustrated book provides the information, resources and confidence autistic parents need to advocate for themselves, as well as developing positive relationships with the professionals involved in their care.

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Teaching young learners can be a huge amount of fun. As teachers we can introduce all sorts of games, projects and variations on traditional exercises. All this needs careful structuring if the resulting activity is to be manageable and, more importantly, if it is going to help students learn and practise words and sentences in English. In Structuring Fun for Young Learners you'll learn about the principles behind that structure with a roller coaster ride of colourful ideas, examples and anecdotes as their vehicle. There are over three hundred diagrams and photographs to help explain exactly how the described activities work and give you the flavor of ELT classes at primary level. When fun in the classroom is properly structured, everyone is a winner. Your students will remember those activities for years and you will still be able to cover your course content without compromising on classroom management. In order for all this to happen, important questions such as: 'How do children behave in classrooms?' 'Why do they want to do some tasks and refuse to do others?' 'What is learning anyway and how can we tie our target words and sentences to the activities we do?' have to be asked. These fundamentals are covered in the first five chapters of the book. The second part of the book explores movement, text, space, novelty objects, teacher-student dialogue, personalisation, clips, images, support for learners, use of coursebooks and your own professional development as a young learner teacher. So, whether you are a new teacher, a seasoned veteran or teacher trainer with young learners classes this is the book for you.

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Part of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, ADHD and Attention Difficulties offers a complete introduction to this complex and sensitive topic. While there is no one 'best' strategy for managing ADHD, many of the most problematic issues spring from an inability to manage distractions - so young people tend to do best when provided with a consistent, structured environment. Placing at the heart of the work the premise that those who struggle with attention difficulties respond best to people who understand that it is neurological deficits, not unwillingness, that prevent them from behaving and learning like their peers, Fin O'Regan and Sara Cave explore the issues, challenges and experiences commonly faced by a young person with ADHD - and how parents, carers, teachers and schools can help.

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This book presents the first English language guide to adapting schema therapy (ST) for children and adolescents. Written by the developers of the approach, it presents a wide range of innovative child- and parent-specific techniques, with detailed guidance on how to apply them across five key developmental stages from infancy to young adulthood. Case studies bring the material to life, and the focus extends beyond the core therapeutic relationship to what the authors call 'schema coaching' - encouraging parents and carers to consider how their own entrenched ways of thinking, behaving and responding may contribute to or exacerbate a young person's issues and needs. In adult schema therapy, therapists differentiate between child modes, parental models, coping modes and the Healthy Adult mode. For young people, the authors focus exclusively on the child modes and in place of the Healthy Adult introduce a healthy Wise Child mode (sometimes called "Clever Sally" or "Clever Sam"). Care is taken not to label as 'maladaptive' modes which may still be in the normal range of behaviour for a child's specific developmental phase. With detailed guidance on how to enact age-appropriate schema dialogues, and imaginative use of play to reinforce or replace imagery rescripting, Schema Therapy for Children and Adolescents allows therapists to help young people put difficult events behind them and choose new, healthier ways forward. The first book to adapt schema therapy for children and adolescents - presents the ST-CA model and provides a clear, practical guide to clinical implementation Approaches schemas and modes from a perspective of developmental stages, with specific guidance and creative ideas for engaging young people in each age group Integrates the child's environment, involving parents and other carers in children's schema therapy by exploring their own behavioral patterns and schema modes Written by experienced practitioners who are the pioneers of theory, research and practice on schema therapy and interventions for children and young people

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This long-awaited second edition of our best-selling book has been fully updated by its expert editors, Dr Russell Wate QPM and Nigel Boulton, both former police officers and current specialist consultants in safeguarding. It has been considerably expanded to include new legislation and guidance (including full compliance with Working Together 2018), as well as to tackle contemporary issues that are of much concern to workers in today's safeguarding arena, including: * Lived Experience of Children * Gangs and county lines * Unaccompanied minors * Private fostering * Modern slavery * Edge of care and transitioning * Young carers * GDPR * Safeguarding in non-statutory settings * Harmful cultural practices The book is a vital aid to all those working in the field of child and adult services. It provides a valuable overview of the major and very different areas of public protection practice. It aims to translate the processes, guidelines and language to enable them to have a workable understanding of the varied areas of practice that may impact their own working lives.

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This thought-provoking collection is written for all stakeholders in relation to autism and neurodivergent conditions. Despite having wide impact on a variety of disciplines, neurodiversity and related concepts are often poorly understood, which can lead to uninformed debate and potential tensions between stakeholders regarding service provision for those with neuro-developmental disabilities. The Neurodiveristy Reader brings together work from pioneering figures within and beyond the neurodiversity movement to critically explore its history, the concepts of neurodiversity that have shaped it, lived experiences, and how a better informed understanding might be translated into practice and service provision. Through a variety of accounts, the relevance and criticisms of these concepts in understanding ourselves and one another are examined, as well as important implications for practice. A primary text for support professionals and students of neurodivergent experiences and disability, as well as neurodivergent people themselves.

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Child to Parent Violence and Abuse (CPVA) is a much misunderstood problem that affects the lives of millions of families around the world, possibly as many as one in ten. Despite this, and the lasting physical and psychological damage CPVA can cause, it is an underreported issue, and one that presents serious challenges to practitioners and support services - not least because it inverts our normal understanding of abuse within the family. With this book Helen Bonnick shares the knowledge that she has built up over many years specialising in CPVA as a social worker, practice educator and researcher. She brings this complex issue out of the shadows and provides much needed guidance to practitioners. Following an introductory chapter, setting the scene and discussing definitions and language, the book is divided into five sections, which develop an understanding of the main issues before moving on to a more structured approach to work in supporting families. `Five impossible things to believe' sets out five core issues in understanding an issue that many people still find hard to accept, setting the scene for future discussions. The second section, `Four traps to avoid', addresses myths and stereotypes, looking at beliefs and assumptions that can impact on the delivery of a service. The third section, `Three aspects of work with families' looks specifically at assessment and models of intervention, after some important consideration of the power issues at play. This is followed by a section on the difficulties emerging from our tendency to think in binary ways: `Two conflicting paradigms'; and lastly, `One thing that everyone can do'. The book closes with a final chapter for those interested in taking their learning further. Throughout, the easily digestible chapters are illustrated with real-life anecdotes and testimony from families who have faced CPVA. Above all, this is a book which brings the families' lives to the fore, and documents what they say helps, what hinders, and what they want to celebrate or protest. Each chapter includes a section called `What you can do', which may have questions to reflect on, or suggestions of action to continue the work of bringing greater attention and increased resources to this crucial field of family support.

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Understanding and Responding to Behaviour that Challenges in Intellectual Disabilities addresses the need for an up-to-date handbook which, while well-grounded in research and latest clinical practice, is essentially non-academic and accessible for staff occupying many roles, for example, support workers and managers in learning disability service settings, community learning disability teams, psychologists, psychiatrists and other professionals who may find themselves supporting a person with an intellectual disability from time to time, as well as family members and students of both mental health and intellectual disability. The new edition is a complete revision and updating of content, aiming to address key knowledge requirements and concerns of people working in the field, with opportunities for reflection and professional development. The content is illustrated by case studies to help the reader explore how to best to address issues in practice.

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