To combat physical nasties we need a strong immune system. To combat negative life events we need resilience. Here award-winning therapist Sally Baker gives us a practical guide to developing a wider understanding of resilience and to fostering it so that we have the essential perseverance and drive to emerge successfully when confronted with life's inevitable and often unexpected challenges. The book explores some of the key family dynamics that can result in unhelpful ways of thinking about oneself which may undermine the natural development of resilience and in its place impose a cycle of self-sabotaging behaviour. Coping strategies such as heightened anxiety, non-confrontational behaviour, people-pleasing habits, along with `adult failure to thrive', are just a few of the learnt strategies often originally forged out of powerlessness in response to less than ideal early life experiences. These strategies however can be re-assessed and the misplaced guilt, shame and self-blame that have affixed these behaviours often for many years, can be resolved and released, making way for the getting of resilience from the inside out. Based on extensive experience and case studies from Sally Baker's own therapy practice working with many clients over the years, this book provides gentle, perceptive insight along with tried and tested self-help therapeutic tools, free additional online resources and the expert guidance needed to take the reader through the stages from negativity to self-empowerment.

The individual has never been more important in society - in almost every sphere of public and private life, the individual is sovereign. Yet the importance and apparent power assigned to the individual is not all that it seems. As 'Responsible Citizens' investigates via its UK-based case studies, this emphasis on the individual has gone hand in hand with a rise in subtle authoritarianism, which has insinuated itself into the government of the population. Whilst present throughout the public services, this authoritarianism is most conspicuous in the health and social welfare sectors, such that a kind of 'governance through responsibility' is today enforced upon the population.

In the twenty-first century, individualism has come to pervade the body politic, especially where health and social care are concerned. Clients who may be at their most abject and vulnerable are urged to take responsibility for themselves rather than further burden the health and social care services. In some British healthcare trusts, prosecutions are mounted against clients who have lost their temper or who act inappropriately as a result of their disorientation, under the guise of 'making them take responsibility for their actions'. Citizens on the street in Britain are likely to have responsibility thrust upon them through mechanisms such as electronic surveillance and the burgeoning new cohorts of community enforcement officers, as well as the police themselves. Thus taking responsibility is never quite as simple as it seems - being responsible demarcates the borderland between autonomy and authority, and often equates to simply 'doing what you're told'.

Most people who work and study in universities will be aware that they are changing. Yet few have so far grasped the extent of this change or have attempted to put it in a coherent intellectual framework. This volume provides new ways to understand how the university workforce in developed nations is being encouraged to change itself, and how the social role of these institutions has shifted from places of higher learning toward being agents for social change and the promotion of human welfare. Moreover the demands that are being placed on institutions and the kinds of graduates they are required to produce has changed too, with the emphasis on a new brand of vocationalism and a reinvigorated focus on skills and employability. This volume provides a theoretically informed, philosophically sophisticated account of what universities in developed nations are being encouraged to do, and the impact this has on their staff, students and the societies of which they are a part.

Research in higher education could be more useful, innovative and better designed if we were clearer about the philosophical and epistemological basis of the theories that underlie our research methods. People who have to interpret research would do a better job if they were able to interrogate research more critically and appreciate its strengths and weaknesses. This volume provides this information for an audience of researchers, policymakers, students and lecturers in higher education. The authors seek to create a dialogue with the reader about issues relevant to the philosophy of research and stimulate interest in how philosophy plays out in the real, everyday, political world, not least in education. Unlike many existing volumes on the market, this book creates a space in which readers can use the tools for thinking that the authors describe to interrogate their own experience.

'Responsible Citizens' reveals how rising emphasis on the individual has gone hand in hand with an increase in subtle authoritarianism - particularly within public services - such that a kind of 'governance through responsibility' is today being enforced upon the population.

Sally Baker and Liz Hogon, informed by helping hundreds of clients achieve a sustained healthy approach to eating, have researched and written How To Feel Differently About Food to break the painful cycle of yo-yo dieting and emotional eating. The book cuts a clear path through the conflicting nutritional information that fills the popular media to reveal the best way to eat for improved health and enhanced mood, boost energy without triggering feelings of hunger and stop wildly fluctuating blood-sugar levels that lead to cravings. They explain how to make informed and appetising food choices and how to implement small but empowering new eating habits from breakfast onwards. Learning new ways of thinking and feeling about food will naturally enable readers to approach food differently. These positive changes are designed to be effortlessly integrated into a busy life with minimum planning and preparation, including how to eat for nourishment, become healthier, lose excess weight if appropriate, and boost mood as well as help to combat anxiety and depression.

This book explores questions of care in higher education. Using Joan Tronto’s seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively ‘undercare’ when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities.

Are overeating and staying over-weight unconscious 'survival decisions' for you or someone you care about? If they are, no matter how many tried-and-tested diets you follow, you will not succeed. Therapists Sally Baker and Liz Hogon offer this practical guide to understanding the emotional reasons for overeating and how to overcome these, based on their training and experience in Emotional Freedom Technique (EFT), hypnotherapy, PSTEC and other related therapies. Throughout they illustrate their approach with client case histories and help readers to put theory into practice with step-by-step exercises.

This book examines the key debates relating to the rights, responsibilities, policies and practices of the higher education sector when dealing with students from refugee backgrounds. Exploring the political context of forced migration to countries of settlement, including the impact made by media rhetoric, Refugees in Higher Education identifies how such global issues frame and position the efforts of universities to open access to, and enable the participation of, refugee students. Focusing on the UK and Australia (representing a past colonising and a colonised country) and including a series of individual case studies, it asks challenging questions about the discourses around forced migration, and how these play out for students on a personal level. With unprecedented levels of forced migration, and the growing strength of anti-immigration arguments as more power is conceded to alt-right conservative governments, Refugees in Higher Education is both a timely and much-needed contribution to its field.

In many respects the world has changed a great deal since the times of the women whose stories are part of the biblical narrative. However, even though they lived many years ago and in cultures that were in some ways very different from our own, the interpersonal relationships, life circumstances, reoccurring temptations, and faith choices that were a part of their lives are very similar to what women face today. Because these similarities are indeed so familiar and real, there is a great deal we can learn from their very personal encounters with God; and their stories have the potential for powerfully impacting our own faith journeys.

Despite the great changes that the twentieth century brought to the lives and roles of the women of rural Wales, there has been scant attention paid to the topic by social scientists and historians, even within Wales. "Mothers, Wives and Changing Lives" rectifies that mistake, drawing on a wealth of family stories about women's roles in education, the church, and the family in order to address significant gaps in our knowledge of women and Welsh culture.