What happens when the very same system designed to protect children fails? That's exactly what is happening right now in the UK family courts in cases of Parental Alienation, a form of post-divorce abuse. Cafcass define Parental Alienation as 'when a child's resistance or hostility towards one parent is not justified and is the result of psychological manipulation by the other parent'; yet experts, therapists and social workers are not trained to assess or deal with cases involving Parental Alienation. I spent years making my case to judges, experts and lawyers, all of whom failed to agree on what was actually happening between my ex-wife, my kids and myself. At the time it seemed like I was constantly trying to prove a negative, to find a new direction to reach my kids, and while all were promising, all ended in expensive dead ends as my ex-wife pursued her agenda. If I had to sum up the experience of trying to prove Parental Alienation in the courts, I would describe it as being trapped in the backseat of a car while it crashes in slow motion. The system is not fit for purpose. The family courts are slow and busy, burdened by the backlog of cases. Once you do get a hearing, they are often set months away and even then, traditional safeguarding assessments fail to detect Parental Alienation. The longer the child is away from a parent, the harder it is to stop the alienation, and the longer the issue remains unaddressed, the risk of the children suffering mental health and behavioural problems increases. Alienated parents also often display signs of post-traumatic stress: paranoia, anxiety and in some cases are suicidal. It is my hope that this book will not only draw attention to the potential injustice in cases of Parental Alienation and the need for meaningful reform to prevent further irreparable damage, but that it will help a parent going through a family separation spot signs before it's too late. About the author: The author is a successful businessman, loving father and victim of parental alienation. The author has used a ghost writer to validate his story. The characters have been anonymised to both protect their privacy and lift the veil on the inner workings of the family court, which the author believes is in the public interest of protecting children from harm.

This groundbreaking volume highlights the work of contemporary women writing in French whose cultural links, ethnic identities, and historical roots lie outside France. The writings of these women emanate from the cultures of Africa and the Indian Ocean, the Middle East, the Caribbean, Southeast Asia, and Quebec and other French-speaking regions of Canada. By writing in French, the writers discussed in both acknowledge and write against the cultural heritage of France. In doing so, they participate in the subversion of European literary traditions and take part in various forms of cultural and linguistic blending, generating new artistic currents. Each of this essays articulates contemporary debates about the politics and cultural effects of sexism, homophobia, racism, and essentialism, as well as pointing out connections and points of resistance among such diverse strings as feminism, nationalism, and ethnicity.

Mindful Alignment: Foundations of Educator Flourishing develops a foundation for educators to flourish by promoting self-awareness as a mindful approach to ongoing professional inquiry. It presents three mindful arts-the art of well-being; the art of positive relationships; and the art of living from strengths, passions, and purposes-detailing several practices that, when executed over time, can provide a focus for developing mindful alignment. The authors present an approach to personal, professional learning that encourages educators to slow down, create space to notice, and then nurture their intentions and actions toward fulfilling their purposes and passions, in order to grow a sense of flourishing at work and overcome the challenges presented by teaching in ever increasingly fast-paced, rapidly-changing, accountability-driven professional environments.

This book reflects the efforts and insights of a vibrant learning community. What happens when you take the time to ask the adults what they are learning and what is working for them and do the same for the children in a school. The focus on how adult learning replicates in children learning is one that has borne fruit in the experiences of Langham Elementary School in the Prairie Spirit School Division in Saskatchewan, Canada.

Less than one decade ago a small number of educators began to image what it would be like to provide access to K-12 teaching and learning in the context of rural, remote and urban schools, using emerging technology and good will. This book tells the story of Sun West School Division's serious investment and initiatives to develop distance learning for 21st Century learners.

This monograph presents the context for congregations in Canada, across Catholic, Mainline and Conservative Protestant sectors. The monograph presents the voices of several dozen experts from across Canada and presents preliminary findings from consultations with over 100 denominational and local congregation leaders.

This book provides perspectives and insights across the educational system for how we might move toward living out this wish in all schools. The chapters provide perspectives on fundamental questions that have been guiding recent research on wellbeing in schools: How do school communities flourish together? How does supporting educator wellbeing connect to teaching, learning, leading in schools? What characteristics, qualities and strategies support the wellbeing of the whole school community? This book is unique in that it answers these questions from the perspectives of teachers, students, administrators in K-12 schools, as well as from university and the wider community. Importantly, these chapters provide a repertoire of varied answers to the question that underpins this shift in research toward a positive organizational perspective: How can we leverage what works well to grow more, to instill in each community member a sense of their value and capacity to contribute? These chapters serve as examples, invitations, and inspiration for readers to notice in their own contexts ways they can grow wellbeing through a focused attention on building appreciative, strengths-based, positive approaches to teaching, learning, and leading in all schools.

Mindful Alignment: Foundations of Educator Flourishing develops a foundation for educators to flourish by promoting self-awareness as a mindful approach to ongoing professional inquiry. It presents three mindful arts-the art of well-being; the art of positive relationships; and the art of living from strengths, passions, and purposes-detailing several practices that, when executed over time, can provide a focus for developing mindful alignment. The authors present an approach to personal, professional learning that encourages educators to slow down, create space to notice, and then nurture their intentions and actions toward fulfilling their purposes and passions, in order to grow a sense of flourishing at work and overcome the challenges presented by teaching in ever increasingly fast-paced, rapidly-changing, accountability-driven professional environments.