State responses to feminicide in Latin America, characterised in many cases by indifference and incompetence, have caused global concern. This book provides a new and refreshingly positive story from the region by tracing the transformation of state responses to feminicide in Brazil. It is the first single country study to examine in detail how strategic action by the women's movement has resulted in significant improvements in the investigation, prosecution and prevention of domestic violence and feminicide. Fiona Macaulay showcases the main contributory factors to the development of criminal justice best-practices around feminicide. She demonstrates the combined impact of regional efforts, local women's movement mobilisation, changes in the law and its application, and the action of policy entrepreneurs within the criminal justice institutions. Drawing on her knowledge of pioneering coalitions of interest involving feminist academics, NGOs, local campaigners, bureaucrats, politicians, police and prosecutors, the author unveils how these actors were able to identify, create and use institutional spaces to ensure long-lasting positive change. This book is a must-read for activists and researchers interested in practical strategies for improving criminal justice responses to gender-based violence, gender-aware police reform, comparative and feminist criminology, and the social and institutional dynamics of violence in Latin America.

Adopting a predominantly psychological approach, this book provides carers with up-to-date information and resources to provide appropriately individualised care to people with learning disabilities who self-injure. Understanding and Working with People with Learning Disabilities who Self-Injure synthesises traditional (behavioural) and newer (psychological) approaches to understanding self-injury, drawing on psychoanalytic and social theory to provide practical guidelines for more sustained and effective support. It suggests that motivations for self-injury may be similar for people with and without learning disabilities, and draws on case work examples to suggest person-centred techniques that encourage communication - particularly important with people who do not use verbal communication - and recovery. The book covers a range of specific needs, including people with autism who self-injure, and emphasises the views of people with learning disabilities themselves and their families about what has worked best, and why. At the end of each chapter, a variety of practical implications for the provision of support are given. This book is for those supporting people with learning disabilities who self-injure and will be a useful resource for social workers, psychologists, counsellors, learning support workers, nurses and social and health care students.