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Given the emphasis on transforming professional work through the adoption of enquiry-based and trans-disciplinary approaches to service development, there is an urgent need for those involved in professional education to develop a robust understanding of how changes in practice occur. A more inclusive approach to the analysis of the processes involved across the varied and interrelated contexts in which they occur is thus very timely. In this book, Jenny Reeves sets out to explore the gap between the experience of professional learning as an interactive, dynamic and socially contextualised process, and descriptions that are often individualistic, overly linear and largely context-free. She makes the claim that this disjuncture is the outcome of modes of enquiry that concentrate on limited selections of the available data. Adopting a relational approach to describing practice-based professional development, including graphical means for exploring the spaces produced by the activity, provides a very different picture. It creates a basis for representing the complex movements, relationships and interactions between people and things that occur during professional learning. It also provides a productive approach to describing the exchange and creation of professional knowledge across different contexts over time. By building a picture of the ephemeral spaces and connections that educating activities produce, mapping relational space allows those engaged in professional education to think rather differently about how professional learning and changes in knowledge and practice may be understood, supported and developed.
This cogent analysis of data on education and society from a variety of sources sets out to provide answers to scientific and policy questions on the quality of education and the way it relates to various forms of inequality in modern societies, particularly in Europe. The authors examine not only the well known cross-national PISA datasets, but also the European Social Survey and TIMSS, going further than many researchers by folding into their analyses economic, legal and historical factors. Most research up to now using the PISA data is restricted to educational research. Interesting as that educational question is, the chapters here use the PISA, and other data, to explore more profoundly the relationship between education and the various forms of inequality in European and other modern societies. The work comes from two different perspectives: one that looks at how the different characteristics of societies, their economies, and their educational systems influence the average educational achievements of specific groups of pupils, such as immigrants, in those societies; and a second, which explores how, and in what degree, the characteristics of schools, educational systems and labour-markets either hardens or softens differences in the educational outcomes of various groups of pupils. With a special feature of the book being its emphasis on comparing Asian and European countries, and with the content free of the political constraints that can often attend studies of these datasets, this book will be an vital resource for educationalists and policy-makers alike.
This practical guide aims to inspire ethically-aware practitioners to become ethically-aware researchers, evaluators and participants. Conducting a research project, whatever the setting, requires not only knowledge of research methods but also an in-depth understanding of research ethics. Embedded in 'real life' experiences of research ethics applications, this guide navigates the reader through research ethics procedures, drawing from legislation and a range of research ethics committee regulations. Although the emphasis is on research, ethical considerations presented in this guide are equally relevant and applicable to other types of enquiry, including monitoring and evaluation projects. Whether leading a research project, being part of a research team or taking part as a research participant, this book is essential reading for all arts & health practitioners and arts therapists.
Teaching University Students with Autism Spectrum Disorder: A Guide to Developing Academic Capacity and Proficiencyby Kim Draisma Kimberley Mcmahon-Coleman
Based on the findings of a five year longitudinal study into the experiences of students with Autism Spectrum Disorder (ASD), this book provides tertiary educators and support staff with practical support for addressing the challenges associated with ASD as they manifest in college and university environments. It explores issues such as: · Interpreting assignment tasks · Unwritten expectations and codes of conduct · Rigidity of thinking · Project planning · Self-monitoring · Multi-tasking and central coherence The authors suggest practical strategies for better accommodating students with ASD in the inclusive classroom. Chapters include case studies of individual students, which provide real world examples of possible issues and successful interventions, making this an essential resource for all those involved in supporting students with ASD in tertiary education settings.
Part of the Reading Well scheme. 35 books selected by young people and health professionals to provide 13 to 18 year olds with high-quality support, information and advice about common mental health issues and related conditions. Meet Alice - a teenage girl with anorexia nervosa. Alice invites readers to learn about anorexia nervosa and how it makes her see herself differently from how other people see her. She also introduces readers to Beth who has bulimia nervosa, Sam who has selective eating problems, Francesca who has functional dysphagia and Freddie who has food avoidance emotional disorder. They all explain why they find food difficult and how their eating disorders are different. This illustrated book is an ideal introduction to understanding the complex issues surrounding eating disorders. It shows family, friends and teachers how they can support a young person with an eating disorder and will also be a good place to start when encouraging open conversations about eating disorders at school or at home.
Presenting the most up-to-date information available about dementia and intellectual disabilities, this book brings together the latest international research and evidence-based practice, and describes clearly the relevance and implications for support and services Internationally renowned experts from the UK, Ireland, the USA, Canada, Australia and the Netherlands discuss good practice and the way forward in relation to assessment, diagnosis, interventions, staff knowledge and training, care pathways, service design, measuring outcomes and the experiences of individuals, families and carers. The wealth of information offered will inform support and services throughout the whole course of dementia, from diagnosis to end of life. Particular emphasis is placed on how intellectual disability and dementia services can work collaboratively to offer more effective, joined up support. Practitioners, managers and commissioners will find this to be an informative resource for developing person-centred provision for people with intellectual disabilities and dementia and their families. It will also be a key text for academics and students who wish to be up-to-date with the latest research and practice developments in this field.
The Foster Parenting Manual is a comprehensive guide offering proven, friendly advice for novice and experienced parents alike. Distilling many years' experience into one book, John DeGarmo combines his own wisdom with that of fellow foster parents. He describes what to expect from the process, how to access help and how to ensure the best care for your child. He tackles thorny issues such as children's use of the Internet and social media, managing contact with birth parents and how to support your child at school. Most importantly, he provides advice designed to help your child feel safe, secure and loved. The Foster Parenting Manual offers seasoned, sympathetic advice that will be valued by foster parents and the professionals who support them.
Packed with activities and helpful advice, this resource is designed for professionals working to help adolescents and adults break the destructive cycle of low self-esteem. This fully updated new edition of Deborah M. Plummer's popular resource is filled with practical ideas for building healthy self-esteem. Easy-to-use photocopiable activity sheets encourage participants to use existing skills and develop new techniques to nurture confidence and feelings of self-worth. These are complemented by relaxation and breath control exercises, and expanded theoretical chapters that explains what healthy self-esteem is, why people may have low self-esteem and the consequences that can result from it. Suitable for work with individuals and groups in a wide range of educational and therapeutic settings, this resource will prove indispensable to teachers, speech and language therapists, professionals working in adult education centres, counsellors at schools and universities, social workers and other individuals working with young people.
Baby Bear lives in a home with the Big Bears, and loves to chase butterflies and make mud pies - they make Baby Bear's tummy fill with sunshine. Then, one night, Baby Bear hears a big storm downstairs in the house and in the morning, Baby Bear's tummy starts to feel grey and rainy. How will such a small bear cope with these big new feelings? This sensitive, charming storybook is written to help children who have lived with violence at home to begin to explore and name their feelings. Accompanied by notes for adults on how to use each page of the story to start conversations, it also features fun games and activities to help to understand and express difficult emotions. It will be a useful book for social workers, counsellors, domestic violence workers and all grown-ups working with children.
The Individual Service Funds Handbook is the definitive guide to one of the most innovative forms of personal budget in health and social care. It gives a clear explanation of what Individual Service Funds (ISFs) are, how to use them effectively and includes all the information you need in order to implement them in your organisation. The Handbook spans a range of settings, including a dementia care home, supported living and residential homes for adults with learning disabilities and people who use mental health services. It also sets out guidelines and templates which can be used when implementing ISFs, addressing key practical concerns including: how to put together effective support plans, and how to ensure that ISFs are delivered in a person-centred way, how to overcome organisational complexities in implementation and supporting managers. A one-stop resource for anyone wanting to understand the potential of ISFs, the Handbook is required reading for service providers, commissioners, and those engaged in person-centred practice and personalisation, including user-led organisations.
The mindful art therapy presented in this book places inner contemplation, openness and visual language at its centre, showing how traditional Eastern wisdom can be integrated into modern psychotherapeutic practice for mind-body wellness. This book introduces a foundation for mindful art therapy practice by providing a coherent framework that bridges paradigms between eastern and western traditions. The author clarifies different approaches from mindfulness traditions to guide students and practitioners in determining the most suitable and personalised method for practice, research and professional development. The book features case studies and artworks from the treatment of common clinical presentations such as anxiety and depression and includes a guided meditation script and audio file. This book is an essential text for art therapy and psychology students, academics and allied health professionals who seek to integrate mindful art therapy into research and practice.
Packed with information, advice and learning activities, this book tells you what you need to know about drugs, young people's drug use, and how you can help them stay safe. It covers everything from what the effects are and why young people take drugs, to how to negotiate drug rules and ways to prevent and minimise harm. An easy to use section contains factual information about various drugs, covering a description of each drug, street names, a brief history, legal status, availability, extent of use and cost, effects, possible harms, and harm reduction advice. The newest and emerging drugs, such as legal highs, are included, as well as illegal drugs, alcohol, caffeine and tobacco. If you are working with or supporting young people or are a parent or carer, this is the book you need to help you understand drugs and respond positively and effectively to young people's drug use.
Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that "Learning does not mean to fill a barrel but rather to ignite a flame" in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and action leaders are precisely what's needed to improve how people and organizations engage constructively to address the myriad complex issues challenging society at all levels. Action Leadership: Towards a Participatory Paradigm explains and illustrates how action leadership can be developed through participatory action learning and action research (PALAR). It addresses real-life issues by people who choose to work collaboratively towards shared goals while developing their learning, insights, knowledge, people skills and personal relationships through involvement in a PALAR project. The book provides a conceptual framework for action leadership and for the integrative, practical theory of PALAR; and examples of applications in higher education, management education for organization development, and community development. Readers are encouraged to adopt, adapt and further develop the evolving concepts of action leadership and PALAR in a participatory paradigm of learning, research and development.
Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as "evidence-based practice" have been tossed around in the attempt to "measure" such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.
This book serves a dual purpose: it is both a tribute to the legacy of Robbie Case, a great Developmental Psychologist who died prematurely in 2001, and it presents cutting edge research and theory that explores the developmental relations between mind, brain, and education, an emerging field that now has its own international society (IMBES) and its own Journal of Mind Brain and Education. The integration of research on the developmental relations between mind, brain and education is one that Robbie Case helped pioneer, and the chapters in this volume by his students and colleagues in areas as far-ranging as science education, parenting, bullying, and personal development show it to be extremely fruitful. The chapters in the volume are written in style make them accessible to teachers and students interested in relations between neuroscience, cognitive science, and education, and contain a wealth of detail that experts will find informative. We hope the volume will provide a resource that shows what has been accomplished and the exciting work that remains to be done in this emerging field studying the developmental relations between mind, brain, and education.
This book presents a comprehensive compilation of registration requirements necessary for authorisation of biological control agents (viruses, bacteria, fungi, active substances of natural origin and semiochemicals) in OECD countries. It also reviews data requirements for invertebrate agents (insect, mites and nematodes) and provides proposals for harmonisation of the regulation process and guidelines for completion of application forms. Based on results of the EU REBECA Policy Support Action, which gathered experts from academia, regulation authorities and industry, risks and benefits of the specific agents were reviewed and proposals for a more balanced registration process elaborated, including recommendations for acceleration of the authorisation process and discussions on trade-off effects and policy impacts. All these aspects are covered in detail in this book, which points the way forward for enhanced utilisation of biological control agents.
Empirical in character, this book analyses the society-nature interaction of the Tsimane', a rural indigenous community in the Bolivian Amazon. Following a common methodological framework, the material and energy flow (MEFA) approach, it gives a detailed account of the biophysical exchange relations the community entertains with its natural environment: the socio-economic use of energy, materials, land and time. Equally so, the book provides a deeper insight into the local base of sociometabolic transition processes and their inherent dynamics of change. The local community described in this publication stands for the many thousands of rural systems in developing countries that, in light of an ever more globalising world, are currently steering a similar - but maybe differently-paced - development course. This book presents insightful methodological and conceptual advances in the field of sustainability science and provides a vital reader for students and researchers of human ecology, ecological anthropology, and environmental sociology. It equally contributes to improving professional development work methods.
The book is an honest, first-hand account of how people with autism deal with the loss of someone in their life. Unlike the non-autistic response, people with autism, when faced with overwhelming or stressful situations, will favour solitude over sharing their emotions, tend to focus on special interests, and become extremely logical, often not expressing any emotion. This behaviour often leads to the belief that people with autism lack empathy, which is far from the case. Through the description of personal experience, and case studies, the book explores how people with autism feel and express the loss of a loved one, how they process and come to terms with their feelings of grief, and offers practical and detailed advice to parents and carers on a range of sensitive issues. These include clear instructions on how best to support someone with autism through the grieving process, how to prepare them for bad news, how to break the bad news, how to involve them in the funeral or wake, and how best to respond to later reactions. The final chapter explores the issue of why children and teens with autism can be drawn to death as a special interest, and explains that the interest is not normally a morbid one.
There is increasing pressure on therapists to provide details of structured assessments and to report therapy outcomes to funders, employers and co-workers. This edited volume provides a series of case studies, with varied client groups, giving arts therapists an accessible introduction to assessment and outcome measures that can be easily incorporated into their regular practice. The book provides demonstrations, within a practice-based evidence framework, of how measures can be tailored to the individual client's needs. The case studies show assessment and outcome models for music therapy, art therapy and dramatherapy used with a range of client groups including people with intellectual disabilities, Autism Spectrum Disorders, Multiple Sclerosis and Parkinson's Disease and those suffering from depression, Post-Traumatic Stress Disorder or coping with bereavement.
Video Enhanced Reflective Practice (VERP), an application of Video Interaction Guidance, supports individuals or groups to reflect on and develop their professional communication, teaching or therapeutic skills with their clients through shared review of moments of attuned interaction in video clips of their day-to-day practice. This book brings together international researchers and practitioners from a range of professions to define VERP, present its theoretical basis and review the current research evidence. Increasing in popularity, VERP is used as a reflective professional development tool for a wide range of professionals and employees, supporting them to analyse and reflect on moments of their effective interaction on video, in situ in the professional environment. The VERP approach is optimistic and empowering, focusing on strength and potential rather than problems or weaknesses. This book provides examples of VERP's application in a wide range of sectors and will be of interest to trainers, CPD providers, managers, psychologists, social workers, higher education educators, health visitors, early years professionals, teachers, counsellors, therapists, and professionals in the private, voluntary, government and local authority sectors.
A balanced lifestyle enhances health, happiness and wellbeing. With practical techniques and strategies, this book explores how this balance can be found and how stress and anxiety, which are linked to being overworked and over busy, may be alleviated. It begins by examining the state of work-life imbalance in our everyday lives and discussing real life examples from a group of professionals working in health and social care. Their stories and experiences illustrate the problems caused by our modern, work-driven society and resonate with how many of us are living today. The author then provides practical tools and techniques to address this overwork culture and achieve a more balanced lifestyle. These simple, yet effective, strategies can be implemented quickly in everyday life. This practical resource addresses a problem affecting many professionals worldwide. It will be of particular interest to helping professionals, including occupational therapists, counsellors and therapists, and will allow them to apply the theories of work-life balance to real life in straightforward and tangible ways. The stories and techniques will also resonate with anyone interested in transforming their overworked or overburdened lives.
Supporting College and University Students with Invisible Disabilities: A Guide for Faculty and Staff Working with Students with Autism, AD/HD, Language Processing Disorders, Anxiety, and Mental Illnessby Christy Oslund
With increasing numbers of students with invisible disabilities attending college and university, faculty and staff find themselves faced with new challenges. This practical handbook provides lecturers, tutors, disability services, and administrative staff with an overview of the invisible disabilities they may encounter, dispelling common myths and offering practical advice to support the needs of these students. Students with invisible disabilities are often academically talented but struggle with certain aspects of higher education such as keeping track of appointments or maintaining concentration in lecture halls. By providing detailed information on a range of disabilities including autism, AD/HD, dyslexia, OCD, and affective disorders, this book facilitates a better understanding of the unique needs of these students and what their strengths and limitations may be. With ideas for adapting teaching methods, offering suitable accommodations, and improving institutional policy, this is vital reading for all university faculty and staff.
This comprehensive introduction to Focusing-Oriented Psychotherapy lays out the background and fundamentals of the approach covering theory and practice. Gendlin, after many articles on Focusing-oriented psychotherapy, finally published the text Focusing-Oriented Psychotherapy in 1996, making these ideas more widely available to the world. With contributions from some of the world's most influential contemporary Focusing-Oriented Psychotherapists and a foreword by Gendlin, this book provides a long overdue survey of this growing field. It explores how Focusing has been integrated with other theoretical orientations such as attachment theory, solution focused therapy, relational psychoanalysis, and existential therapy. Contemporary issues in Focusing-Oriented Psychotherapy are also covered, such as its suitability across cultures, and how it relates to the latest findings in the field of neuroscience. The book is essential reading for all practicing therapists and counselors, as well as trainee therapists, particularly those who want to explore the potential of experiential dimensions in their therapy and coaching practice. Jessica Kingsley Publishers also publishes a companion volume, Emerging Practice in Focusing-Oriented Psychotherapy: Innovative Theory and Applications, edited by Greg Madison .
'I love you, no matter what.' An uplifting true story of an ordinary couple who build an extraordinary family, No Matter What describes how Sally and Rob Donovan embark upon a journey to adopt following a diagnosis of infertility. Sally Donovan brings to life with characteristic wit and honesty the difficulties of living with infertility, their decision to adopt and the bewildering process involved. Finally matched with young siblings Jaymey and Harlee, Sally and Rob's joy turns to shock as they discover disturbing details of their children's past and realise that they must do everything it takes to heal their children. By turns tragic, inspiring and hilarious, Sally and Rob's story offers a rare insight into the world of adoptive parents and just what it takes to bring love to the lives of traumatised children.
The Asperkid's Game Plan looks from the inside at the learning style of children with Asperger syndrome and explains how to introduce structured play that engages Asperkids and explicitly addresses ASD weaknesses while reinforcing ASD strengths. Showing how just about anything can be turned into an opportunity for learning and growth, the book is full of go-to ideas for making simple play equipment in the home or classroom and using it to develop core skills that Asperkids struggle with, from fine motor and social skills, to planning and organization. Whether it's origami math, fried marbles, or a bug's eye view scavenger hunt, every game, project, and idea in the book is explained with clear directions and learning objectives and illustrated with color photographs. Jennifer O'Toole's enthusiastic approach and fun lessons, based on Montessori principles, will inspire and motivate parents, educators, and therapists to make purposeful play a part of every Asperkid's day.