Exploring the current and historical tensions between liberal capitalism and indigenous models of family life, Ian Kelvin Hyslop argues for a new model of child protection in Aotearoa New Zealand and other parts of the Anglophone world. He puts forward the case that child safety can only be sustainably advanced by policy initiatives which promote social and economic equality and from practice which takes meaningful account of the complex relationship between economic circumstances and the lived realities of service users.

This handbook examines advances in the evidence-based behavioral family intervention, parent-child interaction therapy (PCIT). It surveys innovative adaptations tailored to specific diagnostic concerns, client populations, treatment settings, and delivery formats. Chapters provide rationales for adaptation, reviews of relevant research, and discussions of advantages and challenges. Case studies illustrate the implementation of the adaptations and help to make new techniques concrete. The handbook offers practical descriptions of the adaptations to PCIT, comprehensively reviews treatment outcome literature, and integrates cutting-edge implementation science into an exploration of the current dissemination strategies in PCIT. The handbook concludes with a consideration of the questions that remain to be addressed to extend the reach of PCIT among traditionally underserved families and to continue to advance the science and practice of children's mental health interventions. Featured topics include: PCIT for children with callous-unemotional traits. PCIT for families with a history of child maltreatment. Group PCIT. PCIT for military families. The PCIT CALM program for treating anxiety in young children. PCIT for American Indian families. Transporting and disseminating PCIT internationally. Using technology to expand the reach of PCIT. The Handbook of Parent-Child Interaction Therapy is a must-have resource for researchers, professors, instructors, clinicians, and graduate students in child and school psychology, child psychiatry, and social work as well as such related disciplines as developmental, clinical, counseling, and community psychology, family studies, and mental health services and agencies.

This book adopts a multidisciplinary approach to try to answer the question of how do we, as human beings, go from the socially neutral linguistic act of discriminating external stimuli to the socially loaded act of promoting social discrimination though language? This contributed volume brings together works presented at the international event "From Discriminating to Discrimination - The Influence of Language on Identity and Subjectivity". This was an online event hosted and organized by the Brandenburg University of Technology (BTU), Germany, in partnership with Sao Paulo State University (UNESP), Brazil, that brought together lecturers from different universities around the world. During the event, linguists, psychologists, language teachers, social workers and pedagogues got together to discuss how discriminating can be recognized as a natural and important ability of the human being in the early stages of life and, after that, how to avoid discriminatory acts against others. The debates held online took into account the important and necessary dialogue between linguistics and other social sciences to discuss the role played by language as a form of building subjectivity and teaching practices that can contribute to minimize discrimination and promote integration and acceptance in a broad sense, understanding the preponderant role of language in recognizing what is different (discriminating), without diminishing or excluding it (discrimination). From Discriminating to Discrimination: The Influence of Language on Identity and Subjectivity will help linguists, psychologists, educators, social workers and a broad range of social scientists working with cognitive, linguistic and educational studies understand the path taken by differentiation, from the beginning of the child's language development - when discrimination (of sounds, gestures, etc.) is essential for the acquisition of language to occur -, until the moment when differentiation, discrimination, ceases to be an essential factor and becomes a means of social segregation.

A core function of social work is to assist, empower, and protect the most vulnerable in society. Social workers make difficult decisions in complex and challenging situations every day. They work in organizations that have clear statutory duties. Therefore, it is essential that social work students know what their responsibilities are. Familiarity with law, legislation, and legal processes is consequently fundamental to sound social work practice. This best-selling book helps social work students gain this foothold in understanding law as it applies to social work practice. It avoids complicated legal jargon remote from the everyday realities of practice, offering instead a grounding in legally-appropriate, rights-based social work. It covers the full range of social work law, including services for children and families and child protection, adult care law, youth justice, court work, professional regulation, and human rights.

During recent decades a strong interest has grown in actively involving service users in social work education, research and policy development. Drawing on a major European Social Fund project, this book presents an overview of inspiring collaborative models that have proven their efficacy and sustainability. Contributions from service users, lecturers and researchers from across Europe provide detailed case studies of good practice, exploring the value framework behind the model and considering their added value from a user, teacher and student perspective. The book concludes with a series of reflective chapters, considering key issues and ethical dilemmas.

This book brings a novel approach to issues of connecting social work practice to theory and the personal life narrative. The authors each find their own unique way of integrating the self, theory, and practice, in different social work practice and education settings. Contributors use the methodology of narrative to tell their story about their social work journey, be that in research, teaching, or practice. The backdrop for this book is Sweden. The country's rich heritage of welfare provision but also recent cultural diversity offers a unique Nordic context to the subject matter. The contributors engage with these new conditions for Swedish social work through an intersectional lens. Topics explored include: Digging in the present: A day in the life of a school counsellor We live in a political world: Between needs and money The problematic labour market situation of immigrants to Sweden: Consequences and causes Tackling the contradictory nature of social work Using anti-oppressive practice to promote social inclusion in social work education The result is a book that is personal and reflexive, and positions the contributors' narratives as a window to understand and address social problems. Narratives of Social Work Practice and Education in Sweden should engage those interested in the Swedish welfare state, and who want to learn about how social work is taught and practised in this country. Intended to be a general introduction, the book provides guidance to those considering working in the field and for those newly qualified. It also provides examples for students of social work to connect personal narratives to social work settings.

This book is a response to the felt need of social work practitioners for professional supervision. Reflecting on the social work profession in the context of contemporary socio-economic and political challenges and wide-ranging organizational and practice settings, the book provides a voice for supervisors to share their experiences. Social workers often deal with difficult, undefined and unique human situations where there are no ready-made solutions or quick fixes. This constant and complex working process can cause stress, burnout and affect their quality of work and judgement if they are not supported appropriately and in a timely way. One such support to them is offering professional supervision to enhance their professional functioning and their quality of service. On the one hand, the narratives of experienced supervisors reveal critical dilemmas, core processes and content, expectations, issues posed, and concepts and theories employed in professional supervision, and on the other, the wisdom and qualities of supervisors. This book analyzes concepts and models employed by supervisors and the complex interaction of their qualities and wisdom that arise from their narratives. It underscores the supervisee's being through integrating the personal and professional self to deliver better quality services to people, agencies, and communities. The book argues that the current trends compel action for well thought through professional supervision for all who need it. Those interested in professional supervision - supervisees, practitioners, and supervisors - will benefit from reading this book. Enlightening Professional Supervision in Social Work: Voices and Virtues of Supervisors is the resource that both supervisors and practitioners need to create safe environments to carefully reflect, develop knowledge, sharpen skills and effectively engage in practice. It will improve services to clients and organizational service provision, and not only benefit both practitioners and supervisors in social work and human services, but also social work educators and students, social policy administrators as well as managers and trainers in the social services sector.

This book presents a comprehensive overview of children's transitions to kindergarten as well as proven strategies that promote their readiness. It presents theories and research to help understand children's development during the early childhood years. It describes evidence-based interventions that support children in developmental areas essential to school success, including cognitive, social-emotional, and self-regulatory skills. Chapters review prekindergarten readiness programs designed to promote continuity of learning in anticipation of the higher grades and discuss transitional concerns of special populations, such as non-native speakers, children with visual and other disabilities, and children with common temperamental issues. The volume concludes with examples of larger-scale systemic approaches to supporting children's development during the transition to kindergarten, describing a coherent system of early childhood education that promotes long-term development. Featured topics include: Consistency in children's classroom experiences and implications for early childhood development. Changes in school readiness in U.S. kindergarteners. Effective transitions to kindergarten for low-income children. The transition into kindergarten for English language learners. The role of close teacher-child relationships during the transition into kindergarten. Children's temperament and its effect on their kindergarten transitions. Kindergarten Transition and Readiness is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, educational psychology, social work, special education, and early childhood education.

This book examines the adaptive aspects of shyness. It addresses shyness as a ubiquitous phenomenon that reflects a preoccupation of the self in response to social interaction, resulting in social inhibition, social anxiety, and social withdrawal. The volume reviews the ways in which shyness has traditionally been conceptualized and describes the movement away from considering it as a disorder in need of treatment. In addition, it examines the often overlooked history and current evidence across evolution, animal species, and human culture, demonstrating the adaptive aspects of shyness from six perspectives: developmental, biological, social, cultural, comparative, and evolutionary. Topics featured in this book include: The study of behavioral inhibition and shyness across four academic generations. The development of adaptive subtypes of shyness. Shy children's adaptation to academic challenges. Adaptiveness of introverts in the workplace. The role of cultural norms and values in shaping shyness. Perspectives of shyness as adaptive from Indigenous Peoples of North America. The role that personality differences play on ecology and evolution. Adaptive Shyness is a must-have resource for researchers and professors, clinicians and related professionals as well as graduate students in developmental psychology, pediatrics, and social work as well as related disciplines, including social/personality, evolutionary, biological, and clinical child psychology, anthropology, sociology, and cultural studies.

This book provides fresh insights on how social innovations are utilized as strategies to make sport more accessible and inclusive. It does so by bringing together theoretical insights and empirical studies from Norway, Sweden, Denmark, the United States, Australia, Turkey and Belgium. Within the overarching topic of social innovation in sport, this book covers contemporary themes such as digitalization, urban planning, gender equality and innovation in sport policy and practice. It will be of interest to researchers and students in the fields of sociology of sport, sport management, sport science and sociology.

Considered the profession's ideal learning resource, DIRECT SOCIAL WORK PRACTICE: THEORY AND SKILLS, Eleventh Edition, prepares you for effective real-world practice. Packed with case examples, illustrations and relevant learning experiences from the authors and other social work practitioners, the text integrates the major theories and skills needed for contemporary direct social work practice. Part of the Brooks/Cole Empowerment Series, the Eleventh Edition is completely up to date, exploring evolving ethical and practice challenges, the impact of COVID-19, implications of electronic service delivery, social injustice, Black Lives Matter and other issues related to racial inequity. In addition, the authors have carefully revised the text to incorporate gender-neutral language and explore key structural implications affecting clients and practice. The text thoroughly integrates the core competencies and recommended practice behaviors outlined in the 2015 Educational Policy and Accreditation Standards (EPAS) set by the Council on Social Work Education (CSWE). As you're preparing to practice social work in today's complex world, this trusted text is an ideal resource to equip you for exam and career success.

Viewing Art with Babies demonstrates how to facilitate quality art viewing experiences with babies from as young as two months old. Such experiences can help to nurture early literacy and receptive language skills, sensory stimulation, and early brain development. Based on the author's research with babies in New Zealand, Australia, Romania, England, and the U.S., the book provides the reader with information about early brain, vision, sensory and language development, as well as the aesthetic preferences of babies. Danko-McGhee provides details about the type of art that babies like, how to display art in the learning environment, and how to interact with a baby when viewing art. Case studies of international museums, national museums and community agencies that have had success with engaging babies in art viewing experiences will be included in the book as a way to demonstrate how theory and research can be successfully put into practice. Viewing Art with Babies details practical ways that museum practitioners, early childhood and community educators and parents can provide art-viewing experiences in the museum, early childhood classroom or even their own home. It will be of interest to practitioners and parents around the world, as well as those engaged in the study of museum education.

Grounded in principles and values of fairness and equality, anti-oppressive practice (AOP) lies at the heart of social work and social work education. This book will equip you with the tools and knowledge to address the concepts of diversity, oppression, power and powerless, and practice in ethically appropriate ways for contemporary social work practice.

Bringing together a range of perspectives, this book establishes a criminology of the domestic, paying particular attention to emerging spatial and relational reconfigurations. We move beyond criminologies of public and urban domains to consider over-looked non-public locales, and crimes and harms that occur in the home and other private spaces. Developed in the context of the COVID-19 lockdowns, where distinctions between public and private became increasingly untenable, the book considers how the pandemic has accelerated new patterns of behaviour, enabled by technology and shifting social relations. Drawing on a range of criminological topics, including victimisation, offending, property and violent crime, consumption, deviance and leisure, and zemiology, the book argues that the domestic sphere, and its relation to the public realm, needs to be more carefully conceptualised if criminology is to respond to new spatial and relational dimensions of changing lifestyles. An accessible and compelling read, this book will appeal to students and scholars of criminology, sociology, politics, geography, history, gender, surveillance and security and all those interested in a criminology of the domestic sphere.

First published in 1977, Residential Work with the Elderly brings together theoretical and practical approaches of relevance to providing care for older people in residential homes and long-stay geriatric hospitals. He describes the kinds of use to which institutional care is commonly put, the effects of institutional living o individual residents and the ageing process. He also examines ways of using such care to the benefit of both individuals and the resident group, so that new, improved ways may be found of helping older people in care. Intended principally for residential workers in homes for the elderly, the book is also designed for nurses and other workers involved in long-term hospital care for older people. It will also be of value to those involved in day-care and special housing provision for the elderly.

This book synthesizes the most current evidence-based research and practices on prevention, assessment, intervention, and treatment of pediatric intellectual developmental disabilities. It provides a broad empirical framework for innovative practices and discusses their possible impact on children's future development, ability to learn, social skills, and quality of life. The book highlights important findings in cognitive and behavioral development for children with such disorders as 22q13 Deletion syndrome (i.e., Phelan McDermid syndrome), Prader-Willi syndrome, Williams syndrome, and sex chromosome disorders (e.g., Klinefelter syndrome) - children often considered untestable, unteachable, and unknowable. In addition, the book includes case studies that emphasize a team approach with physicians, families, school psychologists, and teachers for providing quality research-based psychological, educational, and mental health services. Topics featured in this book include: Up-to-date findings on the causes and symptoms of intellectual disability disorders. Common medical treatments for children with intellectual disabilities. Therapeutic interventions for children with intellectual disabilities. Psychoeducational assessment practices for children requiring special education assistance. Future directions to support people with intellectual disabilities. Pediatric Intellectual Disabilities at School is a must-have resource for researchers, graduate students, and other professionals in child and school psychology, psychiatry, social work, special and general education, public health, and counseling.

This crucial volume provides a concise overview of the conceptual foundations and clinical methods underlying the rapidly emerging subspecialty of integrative mental healthcare. It discusses methods for guiding practitioners to individualized integrative strategies that address unique symptoms and circumstances for each patient and includes practical clinical techniques for developing interventions addressed at wellness, prevention, and treatment. Included among the overview: Meeting the challenges of mental illness through integrative mental health care. Evolving paradigms and their impact on mental health care Models of consciousness: How they shape understandings of normal mental functioning and mental illness Foundations of methodology in integrative mental health care Treatment planning in integrative mental health care The future of mental health care A New Paradigm for Integrative Mental Healthcare is relevant and timely for the increasing numbers of patients seeking integrative and alternative care for depressed mood, anxiety, ADHD, bipolar disorder, schizophrenia, and other mental health problems such as fatigue and chronic pain. "Patients are crying out for a more integrative approach, and this exemplary book provides the template for achieving such a vision." -Jerome Sarris, MHSc, PhD, ND "For most conventionally trained clinicians the challenge is not "does CAM work?" but "how do I integrate CAM into my clinical practice?" Lake's comprehensive approach answers this central question, enabling the clinician to plan truly integrative and effective care for the mind and body." -Leslie Korn, PhD, MPH

This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. 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. Funded by University of Oslo.

This handbook addresses the delivery of high quality pediatric behavioral healthcare services that are multitiered, evidence-based, and integrated, involving interprofessional collaboration across child serving systems, such as pediatrician offices and schools. The book sets forth a contemporary, leading edge approach that reflects the relationship between biological and psychosocial development and the influence of multiple systems, including the family, community, school, and the healthcare system on child development and functioning. It assists child-focused providers in developing knowledge about the relationship between biological and psychosocial development and between pediatric physical health and behavioral health problems. Chapters cover common chronic illnesses and behavioral conditions and include guidelines for screening, assessment, diagnosis, prevention, and coordinated intervention. Chapters also include representative case studies that help illustrate efficacious, effective service-delivery approaches. The handbook concludes with recommendations for future research and directions for integrated pediatric behavioral healthcare. Topics featured in the Handbook include: Behavioral health aspects of chronic physical health conditions, including asthma, diabetes, chronic pain, traumatic brain injury, and cancer. Physical health implications of behavioral health and educational problems, including ADHD, learning disabilities, substance abuse, and ASD. Coping with chronic illness and medical stress. Patient adherence to medical recommendations and treatments. School reintegration after illness. The Handbook of Pediatric Behavioral Healthcare is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other practitioners in clinical child and school psychology, primary care medicine, social work, child and adolescent psychiatry, public health, health psychology, pediatric medicine, nursing, behavioral therapy, rehabilitation, and counseling.

The Routledge Handbook of Social Work and Addictive Behaviors is a definitive resource about addictive behaviors, emphasizing substance misuse, gambling, and problematic technology use. Contents address their prevalence in various communities and populations globally, theories related to their origins and etiology, and what is currently known about effective intervention strategies, education, and research. Social work's biopsychosocial, lifespan, and person-in-environment perspectives underpin the book contents which are applicable to a wide range of professional and social science disciplines. Contents are divided into five sections: The scope and nature of addictive behavior and related problems Addictive behavior across the lifespan and specific populations Interventions to prevent and address addictive behavior and related problems Issues frequently co-occurring with addictive behavior Moving forward This handbook provides students, practitioners, and scholars with a strong focus on cutting-edge high-quality research. With contributions from a global interdisciplinary team of leading scholars, this handbook is relevant to readers from social work, public health, psychology, education, sociology, criminal justice, medicine, nursing, human services, and health professions.

The first volume of its kind, this provocative book evaluates the construct of cultural competence from multiple perspectives. At the intersection of diverse disciplines and domains, contributors argue for greater clarity in understanding the cultural competence construct, a deeper level of analysis as to its multifaceted components, and call for concrete practical objectives and science-based means of measurement. Serious, nuanced discussion addresses challenges, strengths, and limitations of current cultural competence practice in terms of sociocultural concepts (e.g., race, ethnicity) and practical concepts (e.g., sensitivity in the therapeutic relationship, treatment efficacy). In addition, contributors identify future directions for research, training, and practice with the potential to spur the further evolution of this clinically important construct. This timely book: Critiques the cultural competence construct and its evaluation as it is currently disseminated within applied psychology. Compares and contrasts how cultural competence is defined within clinical, school, and counseling psychology. Analyzes difficulties and challenges in understanding the cultural competence construct as evaluated through the lens of closely related fields outside of applied psychology. Spotlights complexities in cultural competence issues pertaining to specific populations. Sets out implications for education and training, offering a detailed outline for an ideal college course in cultural competence With this level of reasoning and rigor, Cultural Competence in Applied Psychology is sure to stimulate long-overdue dialogue and debate among professionals across a wide variety of fields, such as clinical psychology, social work, child and social psychology, psychotherapy, school psychology, and counseling.

This book argues that the way to ensure that American Jewish life flourishes is to create vibrant local communities and that the ability to thrive will be won or lost in the trenches of each locality. For every generalization about the Jews of America, one can say, "maybe, but it depends where." In the United States, Jewish life is up close and personal where local variations on national themes make a huge difference. The author presents case studies using in-depth analysis of data from nine Jewish community studies to illuminate eleven critical American Jewish policy issues. The analysis is used to formulate a range of policy options for different types of communities. This book is for anyone who cares about the future of American Jewry. It should be of particular interest to the lay leaders and professionals who play a role in Jewish nonprofits. It is also of great interest to researchers and students of Jewish studies and Jewish communal service.

This book provides a comprehensive analysis of the methodological, theoretical, and meta-theoretical considerations and guidelines involved in undertaking institutional ethnographic work involving people with cognitive and communicative disabilities. It presents a coherent platform for integrating theory and method built on classical and recent anthropological and sociological theory as well as classic and recent methodological considerations within the ethnographic tradition. Furthermore, it introduces readers to the challenging work of understanding the lifeworld of people who cannot express themselves in ordinary ways or who are deeply stigmatised and oppressed by dominating discourses telling them how to understand and define their role in society. It will be of interest to all scholars, students and researchers of disability studies, particularly those who undertake ethnographic research or want to understand the challenges involved in doing so.

This book investigates the neuroscientific knowledge on addiction as an epistemic project.