Voices of Scotland is an anthology of Scottish poetry with related activities which has been designed for teachers working with students at Second and Third Levels of Curriculum for Excellence. It is the product of the Education Committee of the Association for Scottish Literary Studies. From their wide experience of teaching in Scottish schools, the members of the committee selected poems which are accessible and enjoyable and give students a flavour of the richness and breadth of Scotland's literary and linguistic heritage from the earliest ballads to contemporary writing. The selection covers a broad range of themes and reflects the linguistic variety of Scottish poetry and, in particular, the diverse voices of Scotland today. A wide range of reading, writing, listening and talking activities cover many of the outcomes for English. These activities are in no way prescriptive or exhaustive, but are designed to give an idea of how best the poems could be taught and explored. Suggestions are given for students to create their own imaginative responses in writing and drama and to further develop their work into other areas of the curriculum.

Creativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future. Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning. Including dialogues between expert English teaching practitioners and leading professionals concerning the place of creativity in English, Creativity in the English Curriculum includes practical, research-informed ideas for effective creative practice for any English classroom. It is a must-read for teachers, educators, parents and guardians to prepare all learners for life in and beyond school.

Creativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future. Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning. Including dialogues between expert English teaching practitioners and leading professionals concerning the place of creativity in English, Creativity in the English Curriculum includes practical, research-informed ideas for effective creative practice for any English classroom. It is a must-read for teachers, educators, parents and guardians to prepare all learners for life in and beyond school.

Jackie Kay served as Scotland's Makar from 2016 to 2021 and is one of Scotland's foremost writers. Much of her work explores her own life and heritage, her upbringing and the cultural forces which shaped her. Many of her poems illuminate the stuff of everyday existence, and commemorate the love of family and friends with great tenderness and humour. Often, too, her writing explores the lives of others, giving marginalised and persecuted individuals a voice and bearing witness to the consequences of the worst in human nature. Lorna Borrowman Smith's Scotnote Study Guide examines issues of family and cultural identities in Jackie Kay's work. It covers a wide range of her poetry as well as her 2008 poetic drama The Lamplighter, and provides a comprehensive and stimulating guide for senior school pupils and teachers.

The Structured Clinical Interview for DSM-5 Personality Disorders (SCID-5-PD) is a semistructured diagnostic interview for clinicians and researchers to assess the 10 DSM-5 Personality Disorders across Clusters A, B, and C as well as Other Specified Personality Disorder. Designed to build rapport, the SCID-5-PD can be used to make personality disorder diagnoses, either categorically (present or absent) or dimensionally. The SCID-5-PD includes interview and the handy self-report screening questionnaire for patients or subjects, the Structured Clinical Interview for DSM-5 Screening Personality Questionnaire (SCID-5-SPQ). The SCID-5-PD is the updated version of the former Structured Clinical Interview for DSM-IV Axis II Personality Disorders (SCID-II). The SCID-5-PD name reflects the elimination of the multiaxial system in DSM-5. Although the DSM-IV Personality Disorder criteria are unchanged in DSM-5, the SCID-5-PD interview questions have been thoroughly reviewed and revised to optimally capture the construct embodied in the diagnostic criteria. In addition, a dimensional scoring component has been added to the SCID-5-PD. The basic structure of the SCID-5-PD is similar to the other SCID-5 interviews (such as the Research Version, SCID-5-RV; and the Clinician Version, SCID-5-CV) that cover non-personality DSM-5 disorders. Features include the following: * Questions assessing the DSM-5 criteria for each of the 10 personality disorders: Avoidant Personality Disorder, Dependent Personality Disorder, Obsessive-Compulsive Personality Disorder, Paranoid Personality Disorder, Schizotypal Personality Disorder, Schizoid Personality Disorder, Histrionic Personality Disorder, Narcissistic Personality Disorder, Borderline Personality Disorder, and Antisocial Personality Disorder.* An optional SCID-5-SPQ that serves as a brief, 20-minute self-report screening tool to reduce the time of the SCID-5-PD clinical interview. The SCID-5-SPQ requires an eighth grade or higher reading level (as determined by the Flesch-Kincaid formula). Its 106 questions correspond directly to each first question in the full SCID-5-PD. The SCID-5-PD can be used in various types of research studies, just as the SCID-II. It has been used to investigate patterns of Personality Disorders co-occurring with other mental disorders or medical conditions; select a group of study subjects with a particular Personality Disorder; investigate the underlying structure of personality pathology; and compare with other assessment methods for Personality Disorders. The SCID-5-PD will serve as a valuable resource to help clinicians and researchers more accurately diagnose Personality Disorders.

The Structured Clinical Interview for DSM-5 Personality Disorders (SCID-5-PD) is a semistructured diagnostic interview for clinicians and researchers to assess the 10 DSM-5 Personality Disorders across Clusters A, B, and C as well as Other Specified Personality Disorder. Designed to build rapport, the SCID-5-PD can be used to make personality disorder diagnoses, either categorically (present or absent) or dimensionally. The SCID-5-PD includes the indispensable User's Guide for the SCID-5-PD, as well as a handy self-report screening questionnaire for patients or subjects, the Structured Clinical Interview for DSM-5 Screening Personality Questionnaire (SCID-5-SPQ). The SCID-5-PD is the updated version of the former Structured Clinical Interview for DSM-IV Axis II Personality Disorders (SCID-II). The SCID-5-PD name reflects the elimination of the multiaxial system in DSM-5. Although the DSM-IV Personality Disorder criteria are unchanged in DSM-5, the SCID-5-PD interview questions have been thoroughly reviewed and revised to optimally capture the construct embodied in the diagnostic criteria. In addition, a dimensional scoring component has been added to the SCID-5-PD. The basic structure of the SCID-5-PD is similar to the other SCID-5 interviews (such as the Research Version, SCID-5-RV; and the Clinician Version, SCID-5-CV) that cover non-personality DSM-5 disorders. Features include the following: * Questions assessing the DSM-5 criteria for each of the 10 personality disorders: Avoidant Personality Disorder, Dependent Personality Disorder, Obsessive-Compulsive Personality Disorder, Paranoid Personality Disorder, Schizotypal Personality Disorder, Schizoid Personality Disorder, Histrionic Personality Disorder, Narcissistic Personality Disorder, Borderline Personality Disorder, and Antisocial Personality Disorder.* A User's Guide for the SCID-5-PD containing essential guidance for use of the SCID-5-PD, including an appendix of a completed SCID-5-PD and SCID-5-SPQ for a sample patient.* An optional SCID-5-SPQ that serves as a brief, 20-minute self-report screening tool to reduce the time of the SCID-5-PD clinical interview. The SCID-5-SPQ requires an eighth grade or higher reading level (as determined by the Flesch-Kincaid formula). Its 106 questions correspond directly to each first question in the full SCID-5-PD. The SCID-5-PD can be used in various types of research studies, just as the SCID-II. It has been used to investigate patterns of Personality Disorders co-occurring with other mental disorders or medical conditions; select a group of study subjects with a particular Personality Disorder; investigate the underlying structure of personality pathology; and compare with other assessment methods for Personality Disorders. The SCID-5-PD will serve as a valuable resource to help clinicians and researchers more accurately diagnose Personality Disorders.

This groundbreaking work presents a unifying theory of personality disorders with vital implications for clinical practice. Lorna Smith Benjamin presents the Structural Analysis of Social Behavior (SASB), a dimensional model elucidating the interpersonal and intrapsychic patterns that give rise to and reinforce symptomatic behaviors. The interpersonal dimensions of each DSM-IV personality disorder are discussed in depth and innovative procedures for assessment and diagnosis described. Benjamin's widely studied interpersonal approach helps the clinician resolve the problem of overlap among diagnostic categories, predicts problems that are likely to occur in the therapeutic relationship, and provides recommendations for effective treatment. Richly illustrated with clinical examples, the book is solidly grounded in empirical research. The paperback edition features a new preface by the author.

This book shows clinicians how to use Interpersonal Reconstructive Therapy (IRT) to change maladaptive patterns regarding safety and threat in treatment-resistant patients.   According to IRT theory, patients who suffer from maladaptive anger, anxiety, or depression are reenacting dysfunctional lessons in affect management modeled by parents and other early attachment figures. For example, a depressed woman who is afraid to assert herself can be described as reliving a childhood during which speaking up was dangerous, leading to rejection, even abandonment. IRT gives sufferers the tools to revise or replace internalized versions of attachment figures (the “family in the head�) to create a more secure internal base.   IRT is integrative, drawing on any intervention relevant to the case formulation, and it is compatible with medications as needed for stress management. Evidence of effectiveness is provided for a treatment-resistant population. In this warm and engaging book, author Lorna Smith Benjamin shows how patients can more effectively cope with threat and find safety in their everyday lives.  

What can be done to help those persons who consistently do not respond to therapeutic interventions, despite significant suffering and repeated attempts to seek treatment? Filling a crucial need, this book presents a powerful evidence-based approach to working with individuals with severe, treatment-refractory conditions, including but not limited to personality disorders. Leading scientist-practitioner Lorna Smith Benjamin provides both a comprehensive introduction to interpersonal reconstructive therapy (IRT) and clear, step-by-step guidelines for practice. At the heart of IRT is a clearly explained method of case conceptualization that links presenting symptoms to longstanding patterns in interpersonal relationships; targets the motivational factors that maintain current difficulties; helps therapist and client collaborate to stay focused on key therapeutic goals; and facilitates the learning of new patterns through a variety of carefully planned interventions. Solidly grounded in theory and research, the volume is illustrated with rich clinical examples that bring core principles to life. Key Features Hands-on presentation of the 'what' and 'how' of IRT treatment For use with persons with severe disorders who have not responded to other methods Practical elements: diagrams, tables, and sample brief speeches Integrative: draws from several widely known therapeutic approaches