Designed for psychotherapists and counsellors in training, An Introduction to the Therapeutic Frame clarifies the concept of the frame - the way of working set out in the first meeting between therapist and client. This Classic Edition of the book includes a brand new introduction by the author. Anne Gray, an experienced psychotherapist and teacher, uses lively and extensive case material to show how the frame can both contain feelings and further understanding within the therapeutic relationship. She takes the reader through each stage of therapeutic work, from the first meeting to the final contact, and looks at those aspects of management that beginners often find difficult, such as fee payment, letters and telephone calls, supervision and evaluation. Her practical advice on how to handle these situations will be invaluable to trainees as well as to those involved in their training.

In recent years non-fiction history programmes have flourished on television. This interdisciplinary study of history programming identifies and examines different genres employed by producers and tracks their commissioning, production, marketing and distribution histories. With comparative references to other European nations and North America, the authors focus on British history programming over the last two decades and analyse the relationship between the academy and media professionals. They outline and discuss often-competing discourses about how to 'do' history and the underlying assumptions about who watches history programmes. History on Television considers recent changes in the media landscape, which have affected to a great degree how history in general, and whose history in particular, appears onscreen. Through a number of case studies, using material from interviews by the authors with academic and media professionals, the role of the 'professional' historian and that of media professionals - commissioning editors and producer/directors - as mediators of historical material and interpretations is analysed, and the ways in which the 'logics of television' shape historical output are outlined and discussed. Building on their analysis, Ann Gray and Erin Bell ask if history on television fulfils its potential to be a form of public history through offering, as it does, a range of interpretations of the past to and originating from or including those not based in the academy. Through consideration of the representation, or absence, of the diversity of British identity - gender, ethnicity and race, social status and regional identities - the authors substantially extend the scope of existing scholarship into history on television History on Television will be essential reading for all those interested in the complex processes involved in the representation of history on television.

In recent years non-fiction history programmes have flourished on television. This interdisciplinary study of history programming identifies and examines different genres employed by producers and tracks their commissioning, production, marketing and distribution histories. With comparative references to other European nations and North America, the authors focus on British history programming over the last two decades and analyse the relationship between the academy and media professionals. They outline and discuss often-competing discourses about how to 'do' history and the underlying assumptions about who watches history programmes. History on Television considers recent changes in the media landscape, which have affected to a great degree how history in general, and whose history in particular, appears onscreen. Through a number of case studies, using material from interviews by the authors with academic and media professionals, the role of the 'professional' historian and that of media professionals - commissioning editors and producer/directors - as mediators of historical material and interpretations is analysed, and the ways in which the 'logics of television' shape historical output are outlined and discussed. Building on their analysis, Ann Gray and Erin Bell ask if history on television fulfils its potential to be a form of public history through offering, as it does, a range of interpretations of the past to and originating from or including those not based in the academy. Through consideration of the representation, or absence, of the diversity of British identity - gender, ethnicity and race, social status and regional identities - the authors substantially extend the scope of existing scholarship into history on television History on Television will be essential reading for all those interested in the complex processes involved in the representation of history on television.

How and why are European welfare systems and the labour market changing? How do they affect the daily lives of those facing unemployment or precarious work? Anne Gray shows how the idea of unemployment benefits as a right is evolving into a regime closer to American 'workfare'. She explains how this policy forces the unemployed into low paid, temporary or part-time jobs associated with the new 'flexible' labour market. Drawing on unemployed people's own accounts of their experiences - in the UK, Germany, France and Belgium - Gray illustrates the job market as seen from the dole queue. Exploring the changing nature of work in Europe, Gray reveals why is there a shortage of full-time permanent jobs, what is to be done, and what the future holds for labour market regulation in Europe. Providing clear explanations about shifts in welfare policy, this book is ideal for trade unionists, activists and students, and makes an important contribution to wider debates on globalisation and the future of work.

The 1980s saw an explosion in the use of the domestic video cassette recorder (VCR), arguably the most significant new form of home entertainment technology since television.
In Video Playtime Ann Gray investigates what women themselves felt about the VCR, both in terms of the ways these entertainment facilities were used within their households, and what kinds of programmes and films they themselves particularly enjoyed.
Ann Gray draws heavily on verbatim quotes from discussions to provide a rich description of different types of household micro-cultures and to give readers more direct access to the women themselves and the ways in which they accounted for their own experience. Video Playtime addresses questions of domestic technology as well as those of taste and cultural preference, particularly in relation to class, addressing the dynamics of power within existing social and cultural relations and thereby setting the analysis within a much wider social context.

The 1980s saw an explosion in the use of the domestic video cassette recorder (VCR), arguably the most significant new form of home entertainment technology since television. In "Video Playtime" Ann Gray investigates what women themselves felt about the VCR, both in terms of the ways these entertainment facilities were used within their households, and what kinds of programmes and films they themselves particularly enjoyed. The ages, social, economic and family circumstances of the women differ, but almost all live with a male partner, and the book draws heavily on verbatim quotes from the discussions to provide a rich description of different types of household micro-cultures and to give readers more direct access to the women themselves and the ways in which they accounted for their own experience. This particular method of research revealed the importance of first exploring the social and cultural context of a new piece of technology in order to understand its significance. "Video Playtime" addresses questions of domestic technology as well as those of taste and cultural preference, particularly in relation to class, addressing the dynamics of power within existing social and cu

This collection of classic essays focuses on the theoretical frameworks that informed the work of the Centre for Contemporary Cultural Studies at the University of Birmingham, the methodologies and working practices that the Centre developed for conducting academic research and examples of the 'grounded studies' carried out under the auspices of the Centre.

This volume is split into four thematic sections that are introduced by key academics working in the field of cultural studies, and includes a preface by eminent scholar, Stuart Hall. The thematic sections are:

• CCCS Founding Moments
• Theoretical Engagements
• Theorising Experience, Exploring Methods
• Grounded Studies.

This collection of classic essays focuses on the theoretical frameworks that informed the work of the Centre for Contemporary Cultural Studies at the University of Birmingham, the methodologies and working practices that the Centre developed for conducting academic research and examples of the studies carried out under the auspices of the Centre.

This volume is split into seven thematic sections that are introduced by key academics working in the field of cultural studies, and includes a preface by eminent scholar, Stuart Hall. The thematic sections are:

• Literature and Society
• Popular Culture and Youth Subculture
• Media
• Women's Studies and Feminism
• Race
• History
• Education and Work.

This collection of classic essays focuses on the theoretical frameworks that informed the work of the Centre for Contemporary Cultural Studies at the University of Birmingham, the methodologies and working practices that the Centre developed for conducting academic research and examples of the 'grounded studies' carried out under the auspices of the Centre.

This volume is split into four thematic sections that are introduced by key academics working in the field of cultural studies, and includes a preface by eminent scholar, Stuart Hall. The thematic sections are:

• 
  
• CCCS Founding Moments
• 
  
• Theoretical Engagements
• 
  
• Theorising Experience, Exploring Methods
• 
  
• Grounded Studies.

This collection of classic essays focuses on the theoretical frameworks that informed the work of the Centre for Contemporary Cultural Studies at the University of Birmingham, the methodologies and working practices that the Centre developed for conducting academic research and examples of the studies carried out under the auspices of the Centre.

This volume is split into seven thematic sections that are introduced by key academics working in the field of cultural studies, and includes a preface by eminent scholar, Stuart Hall. The thematic sections are:

• 
  
• Literature and Society
• 
  
• Popular Culture and Youth Subculture
• 
  
• Media
• 
  
• Women's Studies and Feminism
• 
  
• Race
• 
  
• History
• 
  
• Education and Work.

Designed for psychotherapists and counsellors in training, An Introduction to the Therapeutic Frame clarifies the concept of the frame - the way of working set out in the first meeting between therapist and client. This Classic Edition of the book includes a brand new introduction by the author. Anne Gray, an experienced psychotherapist and teacher, uses lively and extensive case material to show how the frame can both contain feelings and further understanding within the therapeutic relationship. She takes the reader through each stage of therapeutic work, from the first meeting to the final contact, and looks at those aspects of management that beginners often find difficult, such as fee payment, letters and telephone calls, supervision and evaluation. Her practical advice on how to handle these situations will be invaluable to trainees as well as to those involved in their training.

`Gray's book tells us an important story, starting from the epistemological and methodological background of a number of key studies in the Birgmingham tradition, it explores how to make use of these research experiences and how to deploy "experience" as a tool for research' -

This book deconstructs and analyzes the impact of education-based trauma. Drawing on wisdom from the fields of education, psychology, neuroscience, history, political science, social justice, and philosophy, Gray connects the dots across different forms of education trauma that can occur throughout a student's life: from bullying and anxiety to social inequity and the school-to-prison pipeline. With respect to learning, memory, social group dynamics, democracy, and mental health, this book serves as a call-to-arms, demanding civil rights for all students and for education to fulfill its ultimate duty as a force for the common good.

Police power was built on women's bodies. Men, especially Black men, often stand in as the ultimate symbol of the mass incarceration crisis in the United States. Women are treated as marginal, if not overlooked altogether, in histories of the criminal legal system. In this history-the first on the relationship between women and police in the modern United States-Anne Gray Fischer narrates how sexual policing fueled a dramatic expansion of police power. The enormous discretionary power that police officers wield to surveil, target, and arrest anyone they deem suspicious was tested, legitimized, and legalized through the policing of women's sexuality and right to move freely through city streets. Throughout the twentieth century, police departments achieved a stunning consolidation of urban authority through the strategic discretionary enforcement of morals laws, including disorderly conduct, vagrancy, and other prostitution-related misdemeanors. Between Prohibition in the 1920s and the rise of "broken windows" policing in the 1980s, police targeted white and Black women in distinct but interconnected ways. These tactics reveal the centrality of racist and sexist myths to the justification and deployment of state power. Sexual policing did not just enhance police power. It also transformed cities from segregated sites of "urban vice" into the gentrified sites of Black displacement and banishment we live in today.

This book deconstructs and analyzes the impact of education-based trauma. Drawing on wisdom from the fields of education, psychology, neuroscience, history, political science, social justice, and philosophy, Gray connects the dots across different forms of education trauma that can occur throughout a student's life: from bullying and anxiety to social inequity and the school-to-prison pipeline. With respect to learning, memory, social group dynamics, democracy, and mental health, this book serves as a call-to-arms, demanding civil rights for all students and for education to fulfill its ultimate duty as a force for the common good.