This book presents strategies for using systemic theory and evidence-based practice in schools to support students, the adults in their lives, and their wider communities. Beginning by introducing and explaining the Advocating Students-within-Environments (ASE) theory, each chapter then addresses a specific school-based issue, such as academic achievement, crisis, trauma, and resiliency, from a systemic and environmental lens. Practical and accessible, the chapters are filled with case examples, evidence-base interventions, and helpful tools to show how counselors can incorporate the approach into their practice. Extending beyond school and student problems, this text also explores greater system functioning, such as community outreach and state level intervention, discussing advocacy and political issues. This book is essential for school-based professionals who are looking for new ways to work with students, families, and their communities. It will also be of interest to mental health professionals who work systemically, such as marriage and family therapists and community counselors.

An invigorating annual for those who are interested in medieval textual cultures and open to ways in which diverse post-modern methodologies may be applied to them. Alcuin Blamires, Review of English Studies New Medieval Literatures is an annual of work on medieval textual cultures, aiming to engage with intellectual and cultural pluralism in the Middle Ages and now. Its scope is inclusive of work across the theoretical, archival, philological, and historicist methodologies associated with medieval literary studies, and embraces both the British Isles and Europe. Essays in this volume engage with real and metaphorical relations between humans and nonhumans, with particular focus on spiders, hawks, and demons; discuss some of the earliest Middle English musical and, it is argued, liturgical compositions; describe the generic flexibility and literariness of medical discourse;consider strategies of affective and practical devotion, and their roles in building a community; and offer an example of the creativity of fifteenth-century vernacular religious literature. Texts discussed include the Old English riddles and Alfredian translations of the psalms; the lives of saints Dunstan, Godric, and Juliana, in Latin and English; Piers Plowman, in fascinating juxtaposition with Hugh of Fouilloy's Aviarium; medical remedybooks and uroscopies, many from unedited manuscripts; and the fifteenth-century English Life of Job. LAURA ASHE is Professor of English at the University of Oxford and Fellow and Tutor at Worcester College, Oxford; PHILIP KNOX is University Lecturer in English and Fellow of Trinity College, Cambridge; WENDY SCASE is Geoffrey Shepherd Professor of Medieval English Literature at the University of Birmingham; DAVID LAWTON is Professor of English at Washington University in St Louis. Contributors: Jenny C. Bledsoe, Heather Blurton, Hannah Bower, Megan Cavell, Cathy Hume, Hilary Powell, Isabella Wheater

This book presents strategies for using systemic theory and evidence-based practice in schools to support students, the adults in their lives, and their wider communities. Beginning by introducing and explaining the Advocating Students-within-Environments (ASE) theory, each chapter then addresses a specific school-based issue, such as academic achievement, crisis, trauma, and resiliency, from a systemic and environmental lens. Practical and accessible, the chapters are filled with case examples, evidence-base interventions, and helpful tools to show how counselors can incorporate the approach into their practice. Extending beyond school and student problems, this text also explores greater system functioning, such as community outreach and state level intervention, discussing advocacy and political issues. This book is essential for school-based professionals who are looking for new ways to work with students, families, and their communities. It will also be of interest to mental health professionals who work systemically, such as marriage and family therapists and community counselors.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Middle English Medical Recipes and Literary Play, 1375-1500 is the first detailed, book-length study of Middle English medical recipes in their literary, imaginative, social, and codicological contexts. Analysing recipe collections in over seventy late medieval manuscripts, this book explores how the words and structures of recipes could contribute to those texts' healing purpose, but could also confuse, impede, exceed, and redefine that purpose. The study therefore presents a challenge to recipes' traditional reputation as mundane, unartful texts written and read solely for the sake of directing practical action. Crucially, it also relocates these neglected texts and overlooked manuscripts within the complex networks forming medieval textual culture, demonstrating that-though marginalized in modern scholarship-medical recipes were actually linguistically, formally, materially, and imaginatively interconnected with many other late medieval discourses, including devotional writings, romances, fabliaux, and Chaucerian poetry. The monograph thus models for readers modes of analysis and close reading that might be deployed in relation to recipes in order to understand better their allusive, fragmentary, and playful qualities as well as their wide-ranging influence on medieval imaginations.