Ramon del Valle-Inclan (1866-1936) was undoubtedly the most controversial literary figure of his generation. Whilst his genius was recognised by fellow writers, the reading public was slow to accept his work, and his theatre taxed directors and audiences alike. One of the harshest criticisms levelled against him concerned his use of repetition. This study shows how the reuse, recycling and development of material becomes one of the hallmarks of Valle-Inclan's writing during the first three decades of his literary career, linking one genre with another and blurring the borders between different aesthetics. The repetition of themes and motifs, characters and stylistic devices reveals an underlying interdependence among works that on the surface appear unconnected or even contradictory. Many of Valle-Inclan's works have been studied in isolation, rather than as pieces of a whole. This book examines the elements that provide significant links in his writing between 1889 and 1922, most of which shares the common backdrop of Galicia, and demonstrates that apparently unrelated works are part of a larger picture. Despite changes in perspective and genre, there are constants that relate individual works to those that precede and follow, creating a unifying pattern of continuity.

Emotional difficulties in children aged 5-11 can display themselves in a range of different behaviours, and it is important for staff in schools to be able to identify and address these problems, and to provide appropriate help. This easy-to-use tool provides an observation checklist which enables staff to identify behavioural patterns in children with social and emotional difficulties, analyse the emotional difficulties underlying these behaviours and establish what kind of help and support the children need. Behavioural responses are categorised within clearly outlined topics, including behaviour, play and relationship with peers, attachment behaviours, emotional state in the classroom and attitude to attendance. Checklists and diagrams identify different 'styles' of relating (secure, avoidant, ambivalent), to help school staff who work with children and their families to respond appropriately to the individual needs of each child. A range of handouts include activities designed to provide emotional support, to focus and regulate behaviour and enable the child to develop important social and emotional skills. Suitable for use with children aged 5-11, this tool will be an invaluable resource for teachers, teaching assistants, learning support staff, school counsellors and educational psychologists.

For preschool children with emotional difficulties arising from difficulties in attachment, standard observations used in early years settings are not always helpful in identifying their problems and providing guidance on how they can be helped. Combining an accessible introduction to attachment and child development with a child observation tool for identifying behaviour, and the emotional needs underlying this behaviour, this book enables early years professionals to identify problems and provide appropriate support. 'Case study' boxes help to illustrate typical patterns of attachment, and all aspects of behaviour are covered including play, interaction with peers, neediness and aggression. Written in clear, concise language, Observing Children with Attachment Difficulties in Preschool Settings aims to equip the reader with the knowledge and skills needed to identify and support children's emotional and social difficulties. Suitable for use with children aged 2-5, this will be an invaluable resource for early years professionals, as well as clinicians, teachers and learning support staff.