In the 1970s family doctors, social workers, researchers and administrators had been aware of the inadequacy of the response to drinking problems for some time. However, there had been no systematic examination of why such agents felt negatively about drinkers and disinclined to respond to them. Originally published in 1978, this book develops a radical new perspective on the prevalence and causes of drinking problems, combining reviews of historical and contemporary literature with the authors’ own research studies. This perspective is then linked to the need for an integrated response from both medical and social services, with a particular accent on the need for a community response. By focusing on the relationship between helper and helped a solution is sought to the question which has troubled the field for many years: why are agents like family doctors and social workers so inadequate in recognising and responding to people with drinking problems? The crucial aspects within the therapeutic relationship are pinpointed and experimental studies are described which show how training, casework, supervision and the redeployment of expertise can help improve recognition rates and responses to individual drinkers. This book thus expresses the need for major changes both in our attitudes and understanding of people with drinking problems and the difficulties of agents who try to help them. It should still be of historical interest to social scientists and those involved in helping people with drinking problems.

For students with mild to moderate, non-visible disabilities, navigating a college education without the support team they had in high school can be challenging. Help students become effective self-advocates and maximize their postsecondary possibilities with this cutting-edge book, which balances current research with the most practical guidance to date on this topic. Readers will discover how to: Help students find the right college and navigate the admissions process Teach students how to ask for what they need to succeed Determine student eligibility for services and accommodations Explain what the laws mean for students leaving high school Provide comprehensive academic and behavioral supports Implement school-wide supports that promote the development of students' academic and social skills within the general education curriculum Work with families to foster effective transition planning Equalize access and increase opportunities with self-determination Select supportive technology Readers will learn how early, coordinated, student-centered planning helps students develop the academic and personal skills required to successfully transition to college. User-friendly checklists, tip boxes, activities, and illustrative vignettes translate extensive research into immediate practice with students and families. Secondary transition personnel, counselors, and educators in high school settings will turn to this book first for comprehensive, accessible information on helping students transition to college and lay the critical groundwork for future employment success.