This book combines autobiography and innovative narrative research to create an original psychosocial perspective on the often taboo subject of sudden, unexpected child death. Beginning with the author's own experience, the book investigates manifold aspects of sudden, unexpected child death, including the professional rapid response; contemporary cultural reactions to death; theories of grieving; child death inquiries and popular media reporting. At the heart of the book are intimate personal stories, drawn from unprecedented psychosocial research on this topic, which combine to create a unique record of parent's experiences following the sudden and unexpected death of a child. Additionally, the book offers original guidance on the Biographic Narrative Interpretive methodology, which extends knowledge of group data analysis. The book will be of great methodological interest to the psychosocial community, as well as to health and social care professionals and lay readers interested in both sudden, unexpected child death and the wider field.

This book is the seventh volume in a series covering best practices in community quality of life indicators. The case studies and analysis in this volume demonstrate how community indicators projects today operate within a need to amplify the voice of disadvantaged communities, seriously explore the increasing use of information technology, produce positive community change and sustain these efforts over time. The work presented here spans North American and Australian community work and demonstrates how the field of community indicators has undergone a rapid evolution in only a few decades. Today as in their original formulations, community indicators projects are designed to gauge the social, economic and physical health and well-being of communities.

Drawing on a theoretical model of coexistence premised on universality, reciprocity and inclusion, this book focusses on the development of academic social work programs and cross-border partnerships to promote social justice and peace in Israel, Palestine, and Jordan. Using the model of rights-based practice initiated by Professor Torczyner in Montreal and brought to the Middle East in the 1990s, it shows how the creation and brokering of cross-border partnerships added the concept of rights-based practice to the lexicon of these countries, established groundbreaking advocacy centers in the hearts of disadvantaged communities, developed academic social work programs, and initiated important policy changes in each country to reduce inequality and promote social inclusion. Showing how this evolving method of rights-based practice rooted in theories of coexistence was uniquely adapted in different contexts and cultures while negotiating complex, volatile political environments, it illustrates how long-term peace can be advanced when like-minded people -irrespective of nationality or religion-find ways to promote common interest and a regional culture where all people share the same rights. This book will be of interest to all social work students and practitioners interested in community organization and rights-based practice, as well as scholars, policy makers and practitioners of international development, political science, peace studies, Jewish studies, Middle Eastern studies, reconciliation, and conflict resolution.

This book provides an overview of the core professional issues in the field of child and youth care practice. The author explores themes ranging from relationships and the exploration of Self to career building and field-specific approaches to management. The book is written from a pragmatic perspective, and serves both to advance current thinking in the field about professional issues as well as to provide the student of child and youth care practice and practitioners with practical and accessible approaches to developing a strong and sustainable professional identity. All of the themes in this book are explored within a context of ethical decision-making and practice approaches informed by a commitment to children's rights and empowerment. Throughout the discussions, concepts and themes are considered in relation to four specific lenses: the power lens, the diversity lens, the language lens and the transitioning from theory to practice lens. These lenses serve to ensure that the reader adopts a critical understanding of the professional issues in the field and is able to develop his or her own professional identity while mitigating the power and identity issues necessarily associated with being a practitioner in a helping profession. This book was published as a special issue of Child and Youth Services.

This book focuses on assumptions underlying methods choice in program evaluation. Credible program evaluation extends beyond the accuracy of research designs to include arguments justifying the appropriateness of methods. An important part of this justification is explaining the assumptions made about the validity of methods. This book provides a framework for understanding methodological assumptions, identifying the decisions made at each stage of the evaluation process, the major forms of validity affected by those decisions, and the preconditions for and assumptions about those validities. Though the selection of appropriate research methodology is not a new topic within social development research, previous publications suggest only advantages and disadvantages of using various methods and when to use them. This book goes beyond other publications to analyze the assumptions underlying actual methodological choices in evaluation studies and how these eventually influence evaluation quality. The analysis offered is supported by a collation of assumptions collected from a case study of 34 evaluations. Due to its in-depth analysis, strong theoretical basis, and practice examples, Credibility, Validity and Assumptions is a must-have resource for researchers, students, university professors and practitioners in program evaluation. Importantly, it provides tools for the application of appropriate research methods in program evaluation

Keeping children and young people safe is everybody's responsibility. This requires health, social care and education professionals to make sense of complex family situations that are placing a child or young person at risk of harm. This is no easy feat. The actions we take matter and we need to get this right if we are to truly make things better and improve outcomes for children and young people. Using case studies, reflective questions and checklists for practice, this hands-on guide will provide you with the knowledge and skills you need to effectively and confidently make a difference to the lives of children and young people. This series of books from Learning Matters is aimed at busy social work and health care practitioners, particularly in the context of integrated health and social care, who are looking to enhance their skills and extend their knowledge. Written from a practical point of view, they have clear links to both qualifying training as well as CPD. They are up-to-date, accessible and totally skills focused.

Policy transfer analysis seeks to make sense of the cross-cultural transfer of knowledge about institutions, policies or delivery systems in an era of globalization. The purpose of this volume is to evaluate how useful policy transfer analysis is as a descriptive, explanatory and prescriptive theory of policy change. It provides both a response to its critics and it presents a variety of new directions for studying processes of policy transfer. The chapters proceed from an underlying assumption about the field of enquiry; that policy transfer analysis alone cannot provide a general explanatory theory of policy change but when combined with other approaches an empirically grounded account of policy change can be developed. Hence each of the chapters adopt a methodological pluralism in which complementary theories of policy development are combined in order to develop a theory of policy change that accounts for the role of particular agents of policy transfer in forging policy change. This is an important contribution to our understanding of the impact of globalization on domestic policy formulation. This book was previously published as a special issue of Policy Studies.

With a foreword by First Minister of Wales, Mark Drakeford, this book is the first to offer an in-depth look into what makes the Welsh Social Work context unique. It includes the move towards joint children, families and adult provision and the emphasis on early intervention, future generations and partnership considerations. Covering the subject knowledge required by the Welsh regulator, Social Care Wales, it provides essential reading for students and practising social workers in Wales, and rich contextual analysis for other international social work practitioners and writers. Each chapter includes: * dialogue on the distinctive 'Welsh Way' that underpins the nation's social work approach; * focus on application: responses and implications for professional practice; * the 'giving of voice' section: demonstrating the key emphasis in Welsh practice of ensuring that multiple stakeholder perspectives are actively heard; * key resources for further independent exploration of the topics.

Cutting Down provides a practical and accessible treatment programme based on Cognitive Behaviour Therapy (CBT) principles for young people who self-harm. This fully revised and updated second edition includes new techniques from 'third' wave CBT, Acceptance Commitment Therapy (ACT) and Dialectical Behaviour Therapy (DBT). This enriches the material and brings the concepts up to date. Another key addition to this new edition is the inclusion of strategies for young people who engage in suicidal behaviour. The manual is evidence based and focuses on a flexible and formulation driven model to direct treatment in around 15 sessions for young people and six sessions for parents and caregivers. It provides a clear structure for each session and an easy-to-follow outline on how the therapist should deliver each session. The content of each session is supported by handouts and worksheets which can be used within sessions or as homework between sessions. Enhanced with online resources, the workbook will be useful for all professionals working with young people who self-harm across a wide range of settings from schools, primary care and voluntary sector, to community mental health services and inpatient units.

This sensitive guide for carers and professionals working with children and young people explains the serious issues of sexual content and harm that children face online. Covering technologies used by children aged two through to adulthood, it offers clear, evidence-based information about sexual-based online harm, its effects and what adults can do to support children should they see, hear or bear witness to these events online. Catherine Knibbs, specialist advisor in the field, explains the issues involved when using online platforms and devices in family, social and educational settings. The guide offers an accessible explanation of how online harm impacts developmental, neurological and social development, as well as young people’s mental health and well-being. Examined in as non-traumatising a way as possible, the book covers key topics, including consent, pornography, online grooming, sexting, live streaming, revenge porn, ASD sexuality and gender, and vigilantism. Offering guidance and proactive and reactive strategies based on neuroscience and child development, it shows how e-safety is not one-size-fits-all and must consider the vulnerabilities of individual children and families. Children and Sexual-Based Online Harms will equip professionals and carers with the knowledge to support their work and to direct conversations about the online harms that children and young people face. It is essential reading for those training and working with children in psychological, educational and social work contexts, as well as parents, policy makers and those involved in the development of online technologies.

"Instead of seeing the family as a "monolithic" entity, as though separate from its surroundings, this new approach draws attention to assemblages of various types that in different constellations and through different transactions relate people to each other as families and kin"--

Introduces social practitioners - a broad definition for those working in the social field, including social workers, community development workers, organisational change facilitators, social, ecological, cultural and political activists - to a phenomenological tradition of social practice. Presents a philosophical, personal and practical book on how to live and work in the social field with a new approach to observation, aliveness and complexity. Relevant to all courses on complexity in social work and human services. Of interest to all social workers, development and social practitioners, community workers, activists, and organizational development facilitators.

While crime is down around the country, many inner city youth continue to die as a result of violence, drugs, AIDS, and other causes. In response to the deaths of its young members, many urban communities paint memorial murals to pay homage to the deceased and express the grief of an entire community. Here, Delgado explores the use of memorial murals for counseling the bereaved friends and family members of urban youth whose lives were cut short. He proposes that employing such approaches can help a community address the problems inherent in their societies while remembering and celebrating the lives of their most vulnerable members. Delgado begins by reviewing the key concepts and practice principles that are essential in any form of urban community social work practice. He details the incidence and nature of the phenomena of death at an early age, and describes the cultural aspects of grief and bereavement in general and as they pertain to the urban communities he observes. Throughout his discussion of the use of memorial murals in social work practice, he provides case studies about real communities and the ways in which they have used the murals to work through the grieving process. The book concludes with a framework and theoretical model for social workers who work with urban populations. This unique work addresses a common urban issue in the context of healing and outreach in a way that will especially appeal to social workers, community leaders and organizations, psychologists, urban sociologists, and students and scholars interested in the ways people deal with death and dying.

This progressive reference redefines qualitative research as a crucial component of evidence-based practice and assesses its current and future impact on healthcare. Its introductory section explains the value of sociocultural context in case conceptualization, and ways this evidence can be integrated with quantitative findings to inform and transform practice. The bulk of the book's chapters review qualitative research in diverse areas, including pain, trauma, heart disease, COPD, and disabling conditions, and examine ways of effectively evaluating and applying qualitative data. This seismic shift in perception moves the healing professions away from traditional one-size-fits-all thinking and toward responsive, patient-centered care. Among the topics in the Handbook: *Examining qualitative alternatives to categorical representation. *The World Health Organization model of health: what evidence is needed? *Qualitative research in mental health and mental illness. *Qualitative evidence in pediatrics. *The contribution of qualitative research to medication adherence. *Qualitative evidence in health policy analysis. The Handbook of Qualitative Health Research for Evidence-Based Practice offers health and clinical psychologists, rehabilitation specialists, occupational and physical therapists, nurses, family physicians and other primary care providers new ways for understanding patients' health-related experiences and opens up new ways for developing interventions intended to improve health outcomes.

This handbook offers a theoretical foundation for the adaptation of Parent-Child Interaction Therapy (PCIT) for children with autism spectrum disorder (ASD) and their families. The volume examines current treatments for children with ASD and provides a rationale for why PCIT is considered a strong option to address many of the concerns found within this population of children and families. It presents an overview of PCIT theory, the goals of PCIT, the unique aspects of the treatment, and the exceptional outcomes. The handbook demonstrates the versatility of PCIT in conjunction with standard science-based therapies in addressing specific behavioral problems in this young population. Chapters provide a theoretical basis for PCIT, the empirical evidence for its efficacy, clinical considerations, and training issues. Chapters also offer a selection of case studies that help illustrate how PCIT has been successful in treating children with autism. The handbook concludes by identifying the gaps that need to be addressed by future research. Topics featured in the Handbook include: A clinical description of Parent-Child Interaction Therapy. The effects of medication for individuals with ASD. The importance of parent-child interactions in social communication and development. Teaching complex social behavior to children with ASD. Internet-delivered PCIT (I-PCIT) for children with autism. Child-Directed Interaction treatments for children with ASD. Parent-Directed Interaction treatments for children on the autism spectrum. The Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum is a must-have resource for researchers, professors, clinicians/practitioners/therapists, and graduate students across many interrelated disciplines, including child and school psychology, behavioral therapy, social work, child and adolescent psychiatry, pediatrics, and family studies as well as occupational therapy, physical therapy, behavior analysis, and speech therapy.

European Social Policy and Social Work explores shifts in international social policies and how they affect national trends and thus the context for social work practice.

The book discusses international and national social work strategies and practice and investigates the responsibilities for social welfare held by the state, the market and civil society. Hans van Ewijk then elaborates a new concept of citizenship-based social work which supports and encourages self-responsibility, social responsibility and the implementation of social rights. The main themes covered are:

• international social policy and social work
• from welfare to workfare
• citizenship
• essentials of citizenship based social work
• community policy and community work
• social work and alternative areas of activity such as youth care and social care.

Integrating different roots and social professions in an overarching new concept, this book particularly looks at European Union countries. Hans van Ewijk examines debates regarding social work as an internationally recognised profession and science.

This book is suitable for social work students, academics and professionals with an interest in social policy and international social work.

European Social Policy and Social Work explores shifts in international social policies and how they affect national trends and thus the context for social work practice.

The book discusses international and national social work strategies and practice and investigates the responsibilities for social welfare held by the state, the market and civil society. Hans van Ewijk then elaborates a new concept of citizenship-based social work which supports and encourages self-responsibility, social responsibility and the implementation of social rights. The main themes covered are:

• international social policy and social work
• from welfare to workfare
• citizenship
• essentials of citizenship based social work
• community policy and community work
• social work and alternative areas of activity such as youth care and social care.

Integrating different roots and social professions in an overarching new concept, this book particularly looks at European Union countries. Hans van Ewijk examines debates regarding social work as an internationally recognised profession and science.

This book is suitable for social work students, academics and professionals with an interest in social policy and international social work.

In this book, an array of approaches - first person and theoretical accounts, clinical understandings, qualitative and quantitative research - are brought to bear on controversial or under-discussed topics in lesbian family life. From conception all the way to care for elderly parents, this book takes a fresh look at lesbian family relationships. Topics include: butch/femme couples, infidelity, the psychological meaning of family for lesbians, age-discrepant couples, lesbian nuns as family, Listservs as family, intentional family for aging women, women raising sons, mothers who come out late in life, mothers and children in situations of domestic violence, lack of support for lesbian domestic violence survivors, death of a partner, psychological issues in the use of sperm donors or surrogates, and middle-aged lesbians caring for homophobic elderly parents. Some authors use self psychology and Jungian psychology to describe aspects of family life. The richness and diversity of topics makes it a text on "lesbian lives". Therapists and academics from throughout the U.S. have contributed to this collection. Many lesbian women, as well as teachers (it can be a text) and mental health professionals who work with children, families, couples and elderly will find useful material here. This book was published as a special issue of the Journal of Lesbian Studies.

With its origins and conceptual underpinnings in the applied behavior analysis arm of psychology, positive behavior support (PBS) emerged during the 1980s as a comprehensive approach to addressing the need for community support for persons with disabilities who engage in challenging behavior. As a field of endeavor, PBS has experienced phenomenal growth over a span of 25 years and is now an integral component of public education in many schools in practically every state in the United States.
As an applied science of human behavior, PBS brings together the precision of a careful, analytical examination of the functions of problem behavior and relies on a broader framework of person-centered values to guide support through teaching alternative skill repetoires. Therefore, PBS involves a conceptual shift in addressing challenges presented by difficult behavior associated with disabilities this shift is away from a direct and focused effort to simply reduce the occurrence of such behavior (sometimes with the use of punishing consequences) to a comprehensive values-based approach that eschews highly aversive consequences in favor of a teaching model focused on both the person and the person s total life span or ecology.
Currently, the field of positive behavior support offers a significant and expanding scientific basis for the functional analysis of problem behavior that is, behavior that impedes learning and development and that, if not addressed, may result in a seriously diminished quality of life for those affected. PBS is now conceptualized as a risk-prevention system applicable at three levels of intervention:
-Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school).

• Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school).
• Group, or secondary intervention, directed to a specific group or aspect of the total ecology, (e.g., a classroom).
• Individual, or tertiary interventions, directed to individual supports.

At all three levels, the process begins with a systematic examination of the total context in which behavior of interest is manifest and addresses interventions that are concerned with each individual s well-being and overall quality of life rather than directing efforts to make individuals "fit in" to existing systems. At teritary levels of intervention, the process begins with a systematic examination of the total context in which problem behavior occurs, including preceding "setting events," biological factors, antecedent occurrences, environmental arrangements, learning styles and histories, and immediate as well as long-range consequences for problem behavior. The science of delineating functions of behavior is called functional behaviorial assessment (FBA).
Results of FBA are then directed to a set of teaching interventions with a system focus which may include multiple persons in a variety of settings, and which are carefully delineated in a document called a positive behavior support plan. Progress on implementation of the plan is carefully monitored and the resultant data periodically reviewed for progress and for any needed modifications. Tertiary interventions are considered to be terminated when an individual has successfully replaced aberrant and antisocial behavior with newly learned skills that are life affirming and socially desirable.
The sum of the three-level system of intervention of positive behavior support affords a comprehensive approach to preventing the emergence of life-restricting behavior through increasing degrees of support, as needed, to build a positive behavioral repetoire with entire social systems. As such, PBS respresents a scientifically validated, applied body of knowledge that spans all ages from early childhood through adulthood. It enables educational and other service providers to fully integrate a technology of sociobehavioral development with other pedagogical efforts to enhance the quality of life of recipients. It does so within a framework of expressed values that emphasize positive interactions directed to sustained lifestyle changes that enable recipients to participate fully in day-to-day community life.
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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.

This book examines the continuum of bullying services, including prevention, intervention, and recovery. It reviews current theories, studies, and programs relating to this issue as well as outcome-based solutions to enhance best practices. Chapters discuss prevention and intervention services such as enhancing and promoting teacher skills in identifying abusive behaviors; interventions with bullies, victims, bystanders, and enablers; and curbing digital forms of bullying. International perspectives on program development and delivery offer fresh approaches to conceptualizing a school's particular bullying problems and creating effective policy. In addition, chapters cover program evaluation, guiding principles for evaluators, measurement methods, and documenting and disseminating findings. The book also provides recommendations for program development. Topics featured in this book include: An Adlerian approach to predicting bullying behavior. Bibliotherapy as a strategy for bullying prevention. Coaching teachers in bullying detection and intervention. Cyberbullying prevention and intervention. The "Coping with Bullying" program in Greek secondary schools. Factors that affect reporting victimization in South African schools. Bullying Prevention and Intervention at School is a must-have resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work/counseling, pediatrics/school nursing, and educational policy and politics.