Infancy: The Basics offers an introduction to the developmental science behind the fascinating world of infant development. This book takes the reader from before birth through the moment infants come into the world seemingly unable to do much but eat, eliminate, and sleep, and across the few short, incredible years, to when infants are walking, talking, thinking humans with clear preferences, wishes, and dreams, having already forged strong long-lasting relationships. Dispelling common myths and misconceptions about how infants' perception, cognition, language, and personalities develop, this accessible evidence-based book takes a novel whole-child approach and provides insight into the joint roles of nature (biology) and nurture (experiences) in infant development, how to care for babies to give them the best start in life, and what it means for infants to become thinking communicating social partners. Topics in this book are covered with an eye firmly fixed on how infants' first years set the stage for the rest of their lives. By helping us understand infants, experts Marc H. Bornstein and Martha E. Arterberry give us the opportunity to learn about the resiliency of our species and the many different contexts in which families rear infants. They cover key topics, including how babies are studied scientifically, prenatal development and the newborn period, how infants explore and understand the world around them, how infants begin to communicate, how infants develop an emotional life, personality, and temperament, how infants build relationships, and how parents succeed in bringing up babies in challenging circumstances. This concise clear guide to the years from before birth to 3 is for students of developmental psychology, pediatric medicine and nursing, education, and social work. It also for all parents and professionals caring for infants, who want to understand the secret world of infancy.

With a triadic perspective, this autoethnographic narrative explores the temporal, situated nature of interactions between the author as an adoptee with her adult adopted children as well as those between herself and her birth father and mother. The epiphanic adoptive family narratives that are foregrounded seek to deepen and challenge understanding of how kinship affinities are experienced. The autoethnographic narratives are written in a critical, evocative style which is valuable for two reasons. Firstly, the processes of reflexive self-introspection, self-observation and dialogue with relational others have established a critical connection between recognising and responding to kinship affinities and personal growth. Secondly, lying at the intersection of the self and other this narrative contributes to deepening insights around epistemic in/justice in adoptive kinship. This book will be of interest to educators and scholars of adoption in offering an insider perspective on unique family relationships as well as how the author undertakes critical evocative autoethnography. Adoptees, adoptive parents, and birth parents will also find the narratives in Part II of this book of particular interest in informing an understanding of kin relationships and how these may be subject to change over time.

The historical context of colonisation situates the analysis in Children, Care and Crime of the involvement of children with care experience in the criminal justice system in an Australian jurisdiction (New South Wales), focusing on residential care, policing, the provision of legal services and interactions in the Children's Court. While the majority of children in care do not have contact with the criminal justice system, this book explores why those with care experience, and Indigenous children, are over-represented in this system. Drawing on findings from an innovative, mixed-method study - court observations, file reviews and qualitative interviews - the book investigates historical and contemporary processes of colonisation and criminalisation. The book outlines the impact of trauma and responses to trauma, including inter-generational trauma caused by policies of colonisation and criminalisation. It then follows a child's journey through the continuum of care to the criminal justice system, examining data at each stage including the residential care environment, interactions with police, the provision of legal services and experiences at the Children's Court. Drawing together an analysis of the gendered and racialised treatment of women and girls with care experience in the criminal justice system, the book particularly focuses on legacies of forced removal and apprenticeship which targeted Aboriginal and Torres Strait Islander women and girls. Through analysing what practices from England and Wales might offer the NSW context, our findings are enriched by further reflection on how decriminalisation pathways might be imagined. While there have been many policy initiatives developed to address criminalisation, in all parts of the study little evidence was found of implementation and impact. To conclude, the book examines the way that 'hope tropes' are regularly deployed in child protection and criminal justice to dangle the prospect of reform, and even to produce pockets of success, only to be whittled away by well-worn pathways to routine criminalisation. The conclusion also considers what a transformative agenda would look like and how monitoring and accountability mechanisms are key to new ways of operating. Finally, the book explores strengths-based approaches and how they might take shape in the child protection and criminal justice systems. Children, Care and Crime is aimed at researchers, lawyers and criminal justice practitioners, police, Judges and Magistrates, policy-makers and those working in child protection, the criminal justice system or delivering services to children or adults with care experience. The research is multidisciplinary and therefore will be of broad appeal to the criminology, law, psychology, sociology and social work disciplines. The book is most suitable for undergraduate courses focusing on youth justice and policing, and postgraduates researching in this field.

Conduct problems, particularly oppositional defiant disorder (ODD) and conduct disorder (CD), are the most common mental health problems affecting children and adolescents. The consequences to individuals, families, and schools may be severe and long-lasting. To ameliorate negative outcomes and ensure the most effective treatment for aggressive and antisocial youth, early diagnosis and evidence-based interventions are essential. Clinical Handbook of Assessing and Treating Conduct Problems in Youth provides readers with both a solid grounding in theory and a comprehensive examination of the evidence-based assessment strategies and therapeutic practices that can be used to treat a highly diverse population with a wide range of conduct problems. It provides professional readers with an array of evidence-based interventions, both universal and targeted, that can be implemented to improve behavioral and social outcomes in children and adolescents. This expertly written resource: Lays the foundation for understanding conduct problems in youth, including epidemiology, etiology, and biological, familial, and contextual risk factors. Details the assessment process, with in-depth attention to tools, strategies, and differential diagnosis. Reviews nine major treatment protocols, including Parent-Child Interaction Therapy (PCIT), multisystemic therapy (MST) for adolescents, school-based group approaches, residential treatment, and pharmacotherapy. Critiques the current generation of prevention programs for at-risk youth. Explores salient issues in working effectively with minority youth. Offers methods for evaluating intervention programs, starting with cost analysis. This volume serves as a one-stop reference for all professionals who seek a solid grounding in theory as well as those who need access to evidence-based assessment and therapies for conduct problems. It is a must-have volume for anyone working with at-risk children, including clinical child, school, and developmental psychologists; forensic psychologists; social workers; school counselors and allied professionals; and medical and psychiatric practitioners.

This book exposes the myriad of victims of wrongful conviction by going beyond the innocent person who has been wrongfully incarcerated to include the numerous indirect victims who suffer collaterally. In no way overlooking the egregious effects on the wrongfully convicted, this book widens the net to also examine consequences for family, friends, co-workers, witnesses, the initial victims of the crime, and society in general-all indirect victims who are often forgotten in treatments of wrongful conviction. Utilizing interviews of exonerees and indirect victims, the authors capture the tangible and intangible costs of victimization across the board. The prison experience is examined through the lens of an innocent person, and the psychological impact of incarceration for the exoneree is explored. Special attention is given to the often-ignored experience of female exonerees and to the impact of race as a compounding factor in a vast number of miscarriages of justice. The book concludes with an overview of the victimization experiences that follow exonerees upon release. Unique to this book is its interdisciplinary approach to the troubling subject of wrongful conviction, combining perspectives from a number of fields, including criminal justice, criminology, victimology, psychology, sociology, social justice, history, political science, and law. Undergraduate and graduate students in these disciplines will find this book helpful in their respective areas of study, and professionals in the legal system will benefit from appreciation of the far-reaching costs of wrongful convictions.

Most up-to-date textbook for social work students on pre-qualifying and post-qualifying social work courses, early career social workers and adult services social workers that deals with the subject of dementia from a social work perspective. Discusses the skills and knowledge required in order to work effectively with people living with dementia and their carers. Provides key information on the relevant legislative and policy context. Presents the main approaches to care that underpin good social work practice with people living with dementia and sets out the range of skills that social workers need in order to practise effectively as well as explaining the range of service available. Case studies and activities help the reader apply theory to practice. The content maps to the requirements of The Professional Capabilities Framework, SWE and relevant Key Skills Statements.

Most up-to-date textbook for social work students on pre-qualifying and post-qualifying social work courses, early career social workers and adult services social workers that deals with the subject of dementia from a social work perspective. Discusses the skills and knowledge required in order to work effectively with people living with dementia and their carers. Provides key information on the relevant legislative and policy context. Presents the main approaches to care that underpin good social work practice with people living with dementia and sets out the range of skills that social workers need in order to practise effectively as well as explaining the range of service available. Case studies and activities help the reader apply theory to practice. The content maps to the requirements of The Professional Capabilities Framework, SWE and relevant Key Skills Statements.

The third edition of Handbook of Marriage and the Family describes, analyzes, synthesizes, and critiques the current research and theory about family relationships, family structural variations, and the role of families in society. This updated Handbook provides the most comprehensive state-of-the art assessment of the existing knowledge of family life, with particular attention to variations due to gender, socioeconomic, race, ethnic, cultural, and life-style diversity. The Handbook also aims to provide the best synthesis of our existing scholarship on families that will be a primary source for scholars and professionals but also serve as the primary graduate text for graduate courses on family relationships and the roles of families in society. In addition, the involvement of chapter authors from a variety of fields including family psychology, family sociology, child development, family studies, public health, and family therapy, gives the Handbook a multidisciplinary and interdisciplinary framework.

This book offers a new framework for providing psychological services in schools at the individual, group, and systemic levels. It examines a variety of disorders common to school children, including anxiety, depression, ADHD, and conduct disorder, and outlines treatment options from evidence-based cognitive and cognitive-behavioral methods. The accessible real-world guidelines enable readers to design, implement, and evaluate interventions relevant to diverse student needs. Ethical, competency, and training concerns facing school practitioners in the new therapeutic environment are reviewed as well. Featured areas of coverage include: Behavioral assessment in school settings. PTSD and secondary trauma in children and adolescents. Transdiagnostic behavioral therapy for anxiety and depression in school. CBT for children with autism spectrum and other developmental disorders. Implementation, technological, and professional issues. The Practitioner's Toolkit: evidence-based cognitive and behavioral interventions. Cognitive and Behavioral Interventions in the Schools is an essential resource for professionals and scientist-practitioners in child and school psychology, social work, behavioral therapy, psychotherapy and counseling, and educational psychology.

This volume examines the transformation of subjectivities following contemporary societal trends with regulatory and administrative authorities targeting human subjectivity with the aim to transform it. It addresses the malleability of human subjectivity through rich qualitative analyses of how different governing attempts are received by the subjects themselves. While the scholarship on governmentality has so far produced an enormously useful body of literature on the 'how' aspect of governing, this book suggests that it has been prone to overestimate the degree to which our subjectivities are open to change. Combining ethnographic sensitivity with more traditional governmentality perspectives allows us to explore how governing attempts 'land' in the terrain targeted-human subjectivity-in actual social contexts, under specific forms of governing and rationality. In doing so, the book makes a distinctive contribution to a second generation of governmentality studies. It will appeal to social scientists with interests in governance, governmentality, social policy and the sociology of work. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book explores the experiences of Muslims in the United States as they interact with the health care system during serious illness and end-of-life care. It shifts "actively dying" from a medical phrase used to describe patients who are expected to pass away soon or who exhibit signs of impending death, to a theoretical framework to analyze how end-of-life care, particularly within a hospital, shapes the ways that patients, families, and providers understand Islam and think of themselves as Muslim. Using the dying body as the main object of analysis, the volume shows that religious identities of Muslim patients, loved ones, and caregivers are not only created when living, but also through the physical process of dying and through death. Based on ethnographic and qualitative research carried out mainly in the Washington, D.C. region, this volume will be of interest to scholars in anthropology, sociology, public health, gerontology, and religious studies.

Helping Every Child to Thrive in the Early Years shows how a personalised and relationship-based approach to education and care can help overcome the 'disadvantage gap' in the early years. It examines the challenges that children from disadvantaged backgrounds face and looks at what settings and practitioners can do to enable every child to succeed. Drawing on the latest research and using the insight gained from many years of working in early education the book considers the impact that disadvantage can have on children's development and argues that building strong relationships with children and families is key to closing the gap. Chapters cover: The different kinds and effects of disadvantage The importance of having a clear vision and shared values The culture of early years and how it has shaped practice Developing strong parent partnerships Supporting children with additional needs Smooth transitions Full of practical advice and supporting anecdotes and case studies, this is essential reading for early years practitioners, setting managers and teachers working with children in Reception and KS1.

Black Women, Intersectionality, and Workplace Bullying extends and enriches the current literature on workplace bullying by examining specifically how work abuse disproportionality hurts women of color, affecting their mental health negatively and hence their career progression. In this interdisciplinary text, Hollis combines the fields of intersectionality and workplace bullying to present a balanced offering of conceptual essays and empirical research studies. The chapters explore how researchers have previously used empirical studies to address race and gender before arguing that the more complex an identity or intersectional position, such as being a Black gender fluid woman, the more likely a person shall experience workplace bullying. The author also looks at how this affects Black women's mental health, such as through increased anxiety, depression, insomnia, and self-medicating behaviors, before looking specifically at Black female athletes as a study, the topic of colorism at work and its impact on Black women, and how workplace bullying compromises organizations diversity and inclusion initiatives. This book will be of immense interest to graduate students and academics in the fields of social work, ethnic studies, Black studies, Africana studies, gender studies, political science, sociology, psychology, and social justice. It will also be of interest to those interested in intersectionality and how this relates to race and gender of women.

This book draws upon interviews with teenage young people to explore their perspectives on risk and harm in 'youth sexting culture'. It focuses specifically on digital sexual image-sharing among young people. It contextualises the findings in terms of the wider literature on youth sexting and the broader theoretical and conceptual debates about the phenomenon in public and academic spheres. The book explores young people's attitudes toward and experiences of non-consensual sexting and privacy violations. It analyses the broader sociocultural context to youth sexting and discusses issues such as victim-blaming, social shaming and bullying within youth sexting culture. It reflects upon the nature of predominant approaches to responding to youth sexting (both legal and educational/pedagogic) and identifies what young people want and need when it comes to addressing risk and harm, based upon what the evidence shows about their situated realities and lived experiences. Public and academic discourse surrounding youth sexting, and the legal and educational policy responses to the phenomenon have developed and changed over recent years. The field is increasingly contested and there are ongoing debates about how to protect young people from harm while respecting their rights as individuals and encouraging them to develop into ethical sexual citizens, including within digital environments. This book presents empirical data to show how risk and harm in youth sexting culture is predicated upon a denial of rights to sexual and bodily integrity, autonomy and legitimacy.

The Routledge Handbook of Social Work Practice Research is the first international handbook to focus on practice research for social work. Bringing together leading scholars in the field from Europe, the USA and the Asia Pacific region, it provides an up-to-the minute overview of the latest thinking in practice research whilst also providing practical advice on how to undertake practice research in the field. It is divided into five sections: State of the art Methodologies Pedagogies Applications Expanding the frontiers The range of topics discussed will enhance student development as well as increase the capacity of practitioners to conduct research; develop coordinating and leadership roles; and liaise with multiple stakeholders who will strengthen the context base for practice research. As such, this handbook will be essential reading for all social work students, practitioners and academics as well as those working in other health and social care settings.

Although efforts have been made and continue to be made to reduce the rate of HIV transmission in the U.S. and globally, the rates continue to increase in the majority of countries. In the U.S., members of minority communities remain especially at risk of HIV transmission. An individual's discovery that he or she has contracted HIV, or that a loved one has contracted the illness, often raises significant issues that necessitate interaction with mental health professionals. Mental Health Practitioner's Guide to HIV/AIDS serves as a quick desk reference for professionals who may be less familiar with the terminology used in HIV/AIDS care and services.

This book presents an early treatment model for toddlers. It describes the early life span development, trajectory, and future potential of toddlers and how it may be powerfully influenced by the protection and guidance of caregivers to meet toddlers' physical and mental health needs. It offers an in-depth guide toParent-Child Interaction Therapy with Toddlers (PCIT-T), an evidence-based program for addressing and preventing behavior problems affecting young children's development. The book details the innovative intervention design and how it guides clinicians in providing treatment for 12-month old to 24-month old toddlers with disruptive behaviors in addition to being used as a prevention model for caregivers experiencing stress of child rearing. PCIT-T focuses on core areas of social and emotional development, including behavior management and language skills, and can be used in dealing with difficulties as diverse as tantrums, language issues, autistic behaviors, and separation anxiety. Play therapy and compliance training in child-directed as well as parent-directed sessions are also examined. Initial chapters provide an overview of attachment and behavioral theory components that are foundational to the treatment model. Subsequent chapters provide a session-by-session guide and clinical manual for implementation of PCIT-T as well as the clinician tools needed to monitor treatment integrity and fidelity to the model. Topics featured in this book include: Core elements and treatment goals of PCIT-T A range of behavioral assessments used in PCIT-T. Instructions for room set-up, toy selection, and special considerations when providing PCIT-T treatment. Preparation guides for the pretreatment interview, assessment sessions, and weekly coaching sessions. The importance of child-directed interaction toddler (CDI-T) and parent-directed interaction toddler (PDI-T) in teaching children the necessary skills to regulate their emotions and develop self-control. Parent-Child Interaction Therapy with Toddlers is a must-have resource for clinicians and related professionals, researchers and professors, and graduate students in the fields of clinical child and school psychology, social work, pediatrics, infancy and early childhood development, child and adolescent psychiatry, primary care medicine, and related disciplines.

They are laborers, soldiers, refugees, and orphans. In areas of the world torn by poverty, disease, and war, millions of children are invisible victims, deprived of home, family, and basic human rights. Their chances for a stable adult life are extremely slim. The powerful interdisciplinary volume Vulnerable Children brings a global child-rights perspective to the lives of indigenous, refugee, and minority children in and from crisis-prone regions. Focusing on self-determination, education, security, health, and related issues, an international panel of scholars examines the structural and political sources of children's vulnerabilities and their effects on development. The book analyzes intervention programs currently in place and identifies challenges that must be met at both the community and larger policy levels. These chapters also go a long way to explain the often-blurred line between vulnerability and resilience. Included in the coverage: Dilemmas of rights-based approaches to child well-being in an African cultural context. Poverty and minority children's education in the U.S.: case study of a Sudanese refugee family. The heterogeneity of young children's experiences in Kenya and Brazil. A world tour of interventions for children of a parent with a psychiatric illness. An exploration of fosterage of Owambo orphans in Namibia. UNICEF in Colombia: defending and nurturing childhood in media, public, and policy discourses. Vulnerable Children is a must-have volume for researchers, graduate students, and clinicians/professionals/practitioners across a range of fields, including child and school psychology, social work, maternal and child health, developmental psychology, anthropology, sociology, social policy, and public health.

The second edition of this textbook provides expanded and updated guidance on the process of psychoeducational assessment and report writing for children in grades K-12. It casts the entire process within a newly proposed evidence-based psychoeducational assessment and report writing framework, and explains how to convey results through detailed, well-written reports. The new edition guides readers, step by step, through the assessment process - collecting data, writing reports, and communicating conclusions - for students with conditions spanning the range of IDEA classifications. Chapters offer a broad understanding of assessment and communication skills as well as the ethical, legal, cultural, and professional considerations that come with psychoeducational evaluation. In addition, chapters significantly expand on the coverage of learning disabilities, autism spectrum, intellectual disabilities, gifted, and other health-impaired and emotional disturbance assessment. The text updates sample reports from the previous edition, offering annotated commentary in the report explaining salient points and major decisions, and incorporates additional report samples to demonstrate fully the assessment and report writing process. Key topics addressed in the revised and expanded edition include: Psychoeducational assessment and report writing in school and clinic settings. Interview formats from various perspectives, including caregivers/parents, teachers, and students. Assessment of culturally and linguistically diverse youth. Assessment of social, emotional, behavioral and mental health difficulties that may affect students' educational functioning. Common academic difficulties, including reading, writing and mathematics. Common recommendations and accommodations for behavioral, social, emotional, and learning needs. Incorporation of response-to-intervention/curriculum based assessment data into the psychoeducational report. Psychoeducational Assessment and Report Writing, 2nd Edition, is an essential textbook for graduate students as well as researchers, professors, and professionals in child and school psychology, educational assessment, testing, and evaluation, social work, and related disciplines.

This book collates and analyses the current research, debates, opportunities and practices in social work field education into one volume and contextualises this material within the broader context of social work. Current concerns about risk and uncertainty in field education are explored from multiple stakeholder perspectives. Social work field education is an integral component of social work education, yet its sustainability is increasingly challenged. Issue such as finding enough quality placements with accredited social workers, curriculum development, student diversity, and placement assessment of learning are being examined by researchers and practitioners alike. This represents a challenge for the social work profession generally. By drawing on traditional and alternative pedagogical perspectives on field education and constructions of risk and uncertainty evident in current discourse, the book presents innovative responses to existing challenges. Providing a reference point for future knowledge building in sustainable field education pedagogy and practice, this book will interest university field education programs and industry field educators internationally.

Preventing Sexual Harm provides an overview of current criminal justice strategies for tackling sexual violence, and highlights existing positive criminological approaches that could help prevent sexual abuse and harm. Sexual violence is a complex, multi-faceted crime. Its causes and consequences are both multiple and enduring and our understanding of sexual violence is embedded within our social, cultural, and political constructs. As such, a response to sexual violence ought to be equally complex and multi-faceted. Alternative approaches might therefore be needed, such as positive criminology. This book explores positive criminology as a mechanism to reduce the risk of recidivism, eradicate harm, prevent reoffending as well as to help reintegrate those with histories of sexual abuse back into the community. In light of recent historic cases of sexual abuse and poor institutional response to these allegations, it opens with an overview of the current landscape of sexual offending. The book then reviews the current positive criminological approaches already in existence in the effort to prevent sexual abuse by outlining the approach of positive criminology and by demonstrating the many gaps in practice that might benefit from this new way of working to prevent sexual abuse. By highlighting that an alternative response to sexual violence is needed, and by presenting the idea that a positive criminological paradigm is worthy of further examination, this book will be of great interest to scholars of criminology, criminal justice, and forensic psychology.

Family Activism in the Aftermath of Fatal Violence explores how family and family activism work at the intersection of personal and public troubles and considers what influence family testimonies of fatal violence can have on matters of crime, justice, and punishment. The problem of fatal violence represents one end of a long continuum of violence that marks society, the effects of which endure in families and friends connected through ties of kinship, identity and social bonds. The aftermath of fatal violence can therefore be an intensely personal encounter which confronts families with disorder and uncertainty. Nevertheless, bereaved families are often found at the forefront of efforts to expose injustice, rouse public consciousness, and drive forward social change that seeks to prevent violence from happening again. This book draws upon ethnographic research with those bereaved by gun violence who became involved in family activism in the context of fatal violence: namely, the attempts by bereaved families to manage their experiences of violent death through public expressions of grief and become proxies for wider debates on social injustice. This is an ever more pressing issue in a landscape which increasingly sees the delegation of responsibility to families and communities that are left to deal with the aftermath of violence. An accessible and compelling read, this book will appeal to students and scholars of criminology, sociology, cultural studies, and all those interested in learning more about the after-effects of fatal violence.

This fully revised new edition of Becoming a Social Worker is made up of entirely new stories. Providing a 'glocal' frame of reference, the book describes the personal and professional narratives of a diverse range of people working in social work in the UK, what brought them into the field and what has kept them in it ever since. The lively accounts reveal what it is like to be a social worker in a range of practice settings today and, at the same time, demonstrate that commitment and passion remain at the heart of social work. Some contributors will be recognised as people who have played a key part in shaping social work over the years; they provide insights into how the profession has developed over time. Other contributors, less well known but no less interesting, give a vivid account of the ongoing challenges that social work education and practice face, and the values that underpin social work. Social work is a demanding and difficult job that goes largely unseen within society. We only ever hear about social work and social workers when something goes wrong and a vulnerable adult or child is hurt. Becoming a Social Worker sets out to change that - to make social work visible, so that those considering a career in the caring professions across the world can make an informed choice about whether social work is the career for them. It is relevant for all induction courses at the beginning and prior to coming on social work programmes including all relevant HNC and HND courses as well as preparation for practice courses on all undergraduate and postgraduate social work programmes.

This book explores the widespread problem of gender-based violence in the Anglophone Caribbean, exploring reasons for its perpetuation and proposing viable policy and programming solutions to prevent it. Drawing on the work of a multidisciplinary team of Caribbean researchers and practitioners, the book explores the ways in which violence victimisation and perpetration have been socially and institutionally shaped, and supported by fixed gender codes. Key themes in the book include the institutional frameworks and structural inequalities that perpetuate gender-based violence, the role of the church both in perpetuating the problem and its potential to combat it, the role of law, access to justice, and governmental and non-governmental responses to gender-based violence. The book covers violence against women, but also explores women as perpetrators, men and boys as victims, and gender-based violence against young persons. It also demonstrates the ways in which gender-based violence can further marginalise already marginalised groups, such as members of the LBTQ+ community or persons with disabilities. Bridging the divide between academia, government, and civil society, this book challenges the normalisation of gender-based violence in the Anglophone Caribbean and proposes viable, culturally relevant solutions for prevention. It will be of interest to researchers and practitioners working on issues related to gender, the Caribbean, global development, criminology, and human rights.

Helping Every Child to Thrive in the Early Years shows how a personalised and relationship-based approach to education and care can help overcome the 'disadvantage gap' in the early years. It examines the challenges that children from disadvantaged backgrounds face and looks at what settings and practitioners can do to enable every child to succeed. Drawing on the latest research and using the insight gained from many years of working in early education the book considers the impact that disadvantage can have on children's development and argues that building strong relationships with children and families is key to closing the gap. Chapters cover: The different kinds and effects of disadvantage The importance of having a clear vision and shared values The culture of early years and how it has shaped practice Developing strong parent partnerships Supporting children with additional needs Smooth transitions Full of practical advice and supporting anecdotes and case studies, this is essential reading for early years practitioners, setting managers and teachers working with children in Reception and KS1.