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"This book is an engaging and enlightening read. I highly recommend it to all personal tutors, academic advisors and anyone in higher education who guides students to learn more about themselves."Dr David Grey, UK Advising and Tutoring Association CEO"This book provides a unique, engaging, perspective on successful reflection, which is a welcome addition to the arduous academic textbooks on offer."Shelley O'Connor, Senior Lecturer in Mental Health Nursing, Liverpool John Moores University, UK"The second edition of this essential book continues to provide practitioners with an accessible and thorough account of reflection's essential ingredients."Dr Marc Roberts, Visiting Lecturer, Faculty of Health, Education, and Life Sciences, Birmingham City University, UKThis book is an easy to read, practical guide that will show you what reflection is and how you can do it successfully.Assuming no prior knowledge, this fully revised and updated text utilises the established ten essential ingredients of reflection from the first edition. It builds on this foundation to develop much needed reflective skills with new and updated chapters, enabling you to apply complex reflective theory and become an effective reflective practitioner.In clear and supportive language, Nicola Clarke will equip you with evidence informed understanding and ideas for application to your own situation, and support you to become an emotionally resilient, self-aware individual who can reflect and empower yourself to become the best version of you. This book includes:. Expansion beyond nursing to include those who study any subject in allied health and the related fields where reflection is a requirement.. New chapters exploring what reflection is, reflective writing for academic purpose, guided reflection, and new frameworks to support reflection.. A 'how to approach' using exercises for and examples from Health, Education and Life Sciences (HELS) and the everyday - reflection and reflective practice made real.. Authentic, jargon free writing that speaks to and is inclusive of the reader.. Information that will empower you to reflect correctly and inform how you receive, and who you allow to support guided reflection in you.This book is a must-have text for all students of nursing, allied health, social work and all fields where an understanding of self and reflection is required.Dr Nicola Clarke is a senior lecturer and doctoral supervisor for the faculty of Health, Education and Life Sciences (HELS) at Birmingham City University, UK.

The aim of the book is to extend understanding and knowledge of the lived experience of dementia through analysis of current research and in-depth conversations about dementia with a range of people living with the condition in the UK. It draws upon previous work on the "the experience of dementia" in the book Dementia Reconsidered - Revisited, 2nd edition, alongside an exploration of key concepts of Tom Kitwood's original text. A key aim and unique feature of the book is to give a voice to people with dementia and to link this with issues in dementia care, frameworks, policy and practice.

Returning in its third edition, this celebrated and handy pocketbook provides key advice for busy social work practitioners on the day-to-day aspects of using and applying the Mental Health Act. The practitioner and student will find this guide invaluable for quickly finding the information they need to set up, undertake and complete an assessment under the Mental Health Act. The updated text will incorporate crucial changes such as:.the Mental Capacity (Amendment) Bill, 2019.the replacement of the Deprivation of Liberty Safeguards (DoLs) with the Liberty Protection Safeguard (LPS) scheme.changes to contemporary law and policy such as those surrounding working with police and changes to the police powers.places of safety provisions in the Mental Health Act 1983 made by the Policing and Crime Act of 2017The new edition will be fully updated and revised to continue to be used as an essential quick-reference guide to law, regulations and good practice for those practicing and studying to undertake Mental Health Act assessments.

Coaching Skills is a popular text for coach training schools all over the world, brought to life with dozens of case studies and practical guidance, while also emphasizing the importance of underpinning psychological awareness and understanding.Substantially updated throughout, the latest edition has new material on coaching and the human brain, working with clients on their self-limiting beliefs, new models of understanding what coaching is and being a coach during the psychological stresses of a severe economic recession.Coaching Skills is a popular text for coach training schools all over the world, brought to life with dozens of case studies and practical guidance, while also emphasizing the importance of underpinning psychological awareness and understanding.This book will support you whether you are an experienced coach working with senior executives, or a beginner taking your first steps on the journey to becoming a master-practitioner. The book answers questions such as:.Are there really boundaries between coaching, therapy and training, or is it all more fluid than many people acknowledge?.Which tools and techniques pay dividends every time and which should you avoid?.What are the magic ingredients that determine whether the coach-client relationship works?.Why are goal-setting and questioning such important skills for any coach and how can you acquire them?.How as a coach can you work with clients to make truly transformational changes in their lives?"A straight-forward approach to the simple art of coaching conversations, while offering insight into the complexity and sophistication of coaching for those looking to take their practice to the next level."Dr Jonathan Passmore

The book will provide a theoretical and practical exploration of Interpretative Phenomenological Analysis (IPA) for Social Work research. The reader will take a journey through how lived experience can be discovered, how effective social work research can be designed and explore practical strategies for maximising quality. The book will explore the specific fit of IPA with social work as a professional practice drawing together values, skills and knowledge for eliciting, responding to and representing accounts of lived experience. The book will also consider the opportunities that IPA offers for the future of producing professional social work knowledge.This text will be a distinctive contribution to the creation of knowledge for social work practice. IPA is a methodology that enables exploration of the lived experience, which is a best fit with social work, a profession underpinned by working with those whose lived experience can lead to intervention from a social worker.

Part of the Understanding Public Health series, this newly revised edition of Making Health Policy has been updated to cover and aid the analysis of significant political and health policy developments since the publication of the second edition in 2012. The new edition includes a greater diversity of expertise and perspectives and reflects the latest research and thinking about how to do health policy analysis, including a new focus on issues such as the role of values in health policy, policy making in response to climatic and environmental change, and the growing importance of social media in the policy process. The new edition also draws on the COVID-19 pandemic and its response to highlight key aspects of the health policy process. The book, nonetheless, maintains the strengths of earlier editions that have made it popular with students, practitioners, policy makers, and teachers of health policy through its accessible style, comprehensive nature, use of empirical case studies from low- to high-income countries and range of learning resources.

This book aims to describe a number of research methods that are specifically useful for psychologists working in applied settings. This includes psychologists in training, such as clinical, counselling, health and educational psychologists, but also includes psychologists who are already working in applied settings, have had previous training but maybe feel rusty regarding research methods. The book aims to introduce some particular features that make applied psychological research distinct, including the reality of often having small sample sizes available. It will then outline a number of relevant research methods that work well in an applied setting. Charlotte Emma Wilson is Professor of Clinical Psychology at Trinity College Dublin, Ireland. Prior to working in academia, she was a practicing Clinical Psychologist.

More than most teachers, art teachers need to negotiate two professional identities of artist and teacher. They negotiate liminal spaces situated between artist-self and teacher-self, where contemporary art practice, identities and pedagogies fluidly coalesce. Pedagogic strategies that support symbiosis of artist and teacher, and the communities and professional practices that emerge differ according to the individual contexts they operate within. Contributing authors draw on extensive experience in the field to present pedagogic and practical insights in relation to the UK context. The book explores the importance of teaching communities and partnerships with cultural institutions. The four sections highlight the variety of influences that artist teachers need to combine and provide practical advice about how to maximise the opportunities that are available within the classroom.

A textbook on special educational needs which offers a balance between theory, research and practice as well as a unique analysis of the implications of the effects of linguistic, cultural and ethnic diversity on special educational needs. The fourth edition of this textbook will be revised and updated in order to respond to changes in the field, including developments in national policy and in ways of thinking about special educational needs and inclusion. It will take account of research and publications that have appeared since 2014, in particular in the international literature. There will be more on the theoretical aspects of inclusive practice and some of the case studies and learning activities will be updated to make them as relevant as possible, reflecting contemporary examples of best practice in the field. In addition to the central cross-cutting theme (equality, diversity and inclusion), other themes incorporated across chapters will include professional ethics, parental support for learning, person-centred practices and the effects of poverty.

Mentoring is today where coaching was fifteen years ago. Increasingly companies have understood its usefulness, with the transfer of knowledge between generations of managers and the impact of leadership on a company's values. Yet very few people really know what modern mentoring is, as a learning alliance between an experienced leader and a less-experienced leader where each participant benefits from an open approach to learning. To create a successful environment for mentoring it is essential to improve the core competencies involved; active listening, impactful questioning, providing feedback and leading to experimentation and action.The book is intended to be both practical and theoretical so that it can be used in both academic and corporate settings. It is the result of a collaboration between mentors from four continents. Three editors - Sylviane Cannio (Belgium), Cicero Carvalho (Brazil/Canada) and Fisher Yu (China), together with fifteen leading mentoring professionals from across the globe make the book particularly interesting and unique.

This book offers a holistic approach to special educational needs and inclusive practice. Psychology and special education have an important role within the inclusive process, but it must be understood and used effectively and in ways that do not contribute to exclusion. The book draws on psychological and educational theories, research and practice in order to increase students' and practitioners' awareness of issues related to identifying, assessing and supporting children with Special Educational Needs and Difficulties (SENDs) within an educational settings.It includes chapters that explore different methods and approaches along the special and inclusive education continuum, drawing on theory and research from psychology. Psychology can make a significant and substantial continuation to the inclusion agenda; its current dominance can be problematic when adopted and used uncritically and ineffectively, which can lead to exclusionary practices. Special Education (and deficit / medicalised models) can often dominate practice; it is essential that students and practitioners can effectively identify the approach (special vs inclusive) and understand the contributions and limitations inherent in these approaches to realising the inclusion agenda, so that they can apply them sensitively and effectively while striving to work inclusively. In particular, it looks into the special needs and difficulties, the co-occurrence, and how to enhance understanding of holistic and inclusive approaches in recognising the individual's strengths and weaknesses and how to create opportunities for empowerment.

"This book holds the story of a monumental research effort... It provides a moving, thoughtful, understanding of what "neighbourhood" means and is a beacon for efforts aimed at improving the quality of life of all involved."Steven R. Sabat, Professor Emeritus of Psychology, Georgetown University, Washington D.C., USA"It is indicative reading for educators, researchers, clinicians and policy makers nationally and internationally. By grounding the underpinning research in the lived experience of people with dementia, the book's appeal extends to voluntary and community groups. Reading it is a must!"Assumpta Ryan, Professor of Ageing and Health, Ulster University, UK"A remarkable contribution to the 'Reconsidering Dementia' series."Bob Woods, Emeritus Professor, Bangor University, UKThis book provides research based insights into the lived experience of dementia, aging in place and the use of participatory and creative social research approaches in the field of dementia studies. For the first time the key findings of one of the UKs largest funded social science research projects, the Neighbourhoods study, are assembled into one accessibly written blueprint for dementia care aiding better understanding of the place and position of those living with dementia in the home and neighbourhood context.Reconsidering Neighbourhoods and Living with Dementia highlights the importance of home for people living with dementia and that neighbourhoods are seen to be relational, virtual, technological, connected, lived, remembered, and imagined, and to exist within and across time. The book is organised under five key parts:.The Lived Neighbourhood.Neighbourhoods, Measurement and Technology.Neighbourhoods and Big Data.Personal Well-Being and Neighbourhood Programme Support.Bringing it Together and Future Directions This comprehensive book is appropriate to a wide range of readers and disciplines including those living with dementia, the related health and voluntary professions, family carers, practitioners, academics, and students undertaking a variety of courses aligned to gerontology, dementia studies and human geography.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia.Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.John Keady is a mental health nurse who has been involved in dementia care for over 30 years. Since 2006, he has held a joint appointment between the University of Manchester and the Greater Manchester Mental Health NHS Foundation Trust. He was the Chief Investigator of the Neighbourhoods study.

"This book provides extensive coverage of each of the human body systems. It relates pathophysiology to the clinical environment, relevant investigations and treatments for disease. A useful text for both newly qualified and student nurses."Amy Hutchinson, Student Nurse, University of Ulster, UK"From a nursing student perspective this book is excellent... It is laid out very well allowing the reader to learn individual body systems in manageable chunks. The chapters are well introduced and include pointers to useful learning resources and background reading... and the answers are concise yet contain enough detail to ensure readability and retention of detail. Every nursing student should have this book."Conor Hamilton, Student, Queen's University Belfast"As a student nurse I am always looking for ways to enhance my learning and this book provides an excellent resource for this purpose. Working on the wards and desperately trying to recall all the physiology knowledge you are taught at university is not always easy... Nurses! Test yourself in Pathophysiology has been invaluable to my being able to remember the information. These bite-size chapters will be extremely useful if you need to revise pathophysiology for an exam, or when preparing for a particular placement. This book will make an excellent investment for a student at any stage in their course."Sarah Galloway, Student Nurse, University of Wolverhampton, UK"This book contains a substantial bank of questions which will prove very useful to any enthusiastic student wishing to actively learn and revise pathophysiology. The simple structure and expanded answers provide effective feedback, adding value and support for learning. The book will be a useful partner to support many of the pathophysiology textbooks currently available. It should be included on recommended reading lists for students. It will also find a useful place in support of teaching and professional development."Jim Jolly, Head of Academic Unit for Long Term Conditions, School of Healthcare, University of Leeds, UK"This book will be a helpful tool for all student nurses (regardless of branch), newly qualified nurses and nurses returning to practice. The language used in the book is easy to understand and I found the layout to be very user friendly and ideal for revising. I would recommend this book to all my colleagues."Colette Seddon, Student Nurse, University of Bedfordshire, UKLooking for a quick and effective way to revise and test your knowledge?This handy book is the essential self-test resource to help nurses revise and prepare for their pathophysiology exams.The book covers a broad range of conditions common to nursing practice including pneumonia, diabetes, asthma, eczema and more. The book includes over 300 questions and 70 glossary terms in total, and each chapter has:- Multiple choice questions- True or false questions- Labelling exercises- Fill in the blank questionsThe book includes chapters on:- Integumentary system- Musculoskeletal system- Nervous system- Endocrine system- Cardiovascular system- Respiratory system- Digestive system- Urinary system- Reproductive systemWritten by lecturers at one of the UK's top nursing schools, this test book is sure to help you improve your results - and tackle your exams with confidence!

This edited book will examine leisure in the lives of people with dementia, emphasising the active role people with dementia can play as citizens in contributing to the world in which they live, given opportunities to make choices about their participation in it. The content will be wide-ranging, with contributors from multiple disciplines discussing involvement in leisure interests and activities from sports and physical activity, and the arts, to hobbies, games and crafts. Contributions will be shaped by co-editors with experience in research and practice relevant to dementia and leisure, one of whom is living with dementia. Its structure and content will align with the needs of those studying and working in nursing and dementia care, occupational therapy, social work, arts therapies, arts, health and wellbeing, sports and exercise, and gerontology.

This book support teacher trainees as they help students develop maths reasoning skills. It uses the Causal Connectivity Framework and enhances the knowledge and skills of trainees in sequencing teaching content with cumulative knowledge and understanding. It covers a variety of contexts from primary education up to GCSE level and includes practical examples of what is possible. The book offers maths teachers an alternative way of incorporating reasoning as a critical component of maths learning - a part of continuous professional development based on strong subject and curriculum content knowledge.

Coaching for Wellbeing is the ultimate guide to the theory and practice of coaching for wellbeing. This book provides readers with clear explanations of wellbeing theory and a practical framework for coaches to use as they support improvements of their client's wellbeing. It offers an in-depth understanding of wellbeing theories and concepts, alongside the challenges that come with coaching for wellbeing. It is essential that coaches understand the boundaries and ethical issues that are involved with the area and have the confidence to refer client when the situation requires. This book is grounded on empirical research to ensure an evidence-based approach. It presents a series of real-life client examples to illustrate the learning points as well as the challenges facing coaches and their clients. Ultimately, the book will serve as a comprehensive guide on coaching for wellbeing, giving practitioners the knowledge and tools to coach clients in a range of settings.

This book is based on courses that have been designed, developed and delivered by the authors, as such it would be a companion guide to CPD training courses that Fistral run for 1,000s of students per year. In addition, the text is relevant to any student or individual undertaking a doctoral level research project regardless of their engagement with a specific academic or training programme.The book functions as a companion guide for PhD students throughout their research project. Structured in three parts (Starting Your PhD; Doing Your PhD; Finishing Your PhD), it supports them from the early days of the PhD through to completion and beyond. It addresses how they can best deal with the demands of each phase of the PhD and provides ways of handling some of the common problems many PhD students face.With each chapter subtitled "How to...", it will be practical and applicable in style and will function as an easy, quick-reference handbook, providing not just guidance and information but engaging techniques and tips, worksheets, activities, and a wealth of illustrative examples and vignettes from other PhD students.

The book provides a simple introduction to evidence-based practice in the field of health and social care. Evidence-based practice is a concept and theme that underpins all modules across the nursing and healthcare curriculum and will come to the fore for healthcare students when taking their Research Methods, Dissertation or Literature Review modules. However, despite being a term that is widely used and regularly cited, students often fail to fully grasp what it is, why it is so important and how it applies to the practical, non-academic world. This book bridges that gap by introducing concepts in a very basic way to help those without much clinical experience to understand what is at the heart of good evidence-based practice.

"Richard Race has long proven that multicultural education and multiculturalism in [British] education are key to understanding and fostering social and community cohesion. This important book builds on decades of work, adding fresh insights that reflect the complexity of social and political issues faced in the UK... What Race and colleagues have done is both courageous and coruscating."Professor Paul W Miller, Director of the Institute for Educational & Social Equity, UK"This edited book is a powerful curation of narratives, which set out pertinent and relevant perspectives on evolving dialogues in multiculturalism and multicultural education... It is a timely, comprehensive and insightful tome, which will be a useful addition to any global anti-racist bookshelf."Dr Susan Davis, Reader in Diversity, Equity and Inclusion in Education, School of Education and Social Policy, Cardiff Metropolitan University, UKMulticultural dialogues are as important now as ever. This volume explores narratives in education that have developed internationally in response to changing policies and the modern world. Its contributions reflect on the necessity of sustained dialogue within the wider social and political sciences alongside national and international politics, to enable more multicultural voices to be heard and to respond to the challenges of the modern world. Cultural diversity is a great societal strength and globalisation within education can increase our understanding of this.This edited volume:.Comprises work by researchers from across the globe.Draws on real-life case studies and empirical evidence.Consists of 20+ chapters covering a range of topicsBuilding on case studies from England, Turkey, Italy and more, this text transcends national policy to ask what the core values of multicultural education truly are. From policy and pedagogy to the impact on curricula, it is essential reading for students and those working across the fields of education and sociology, particularly with an interest in social justice, inclusion and multiculturalism.Richard Race is Senior Lecturer in Education at Teesside University, UK and a Visiting Professor at Sapienza University, Italy. Richard is a member of the Executive Board of the Society of Educational Studies and Editorial Board Member of the British Journal of Educational Studies.

This book is about research- and evidence-informed educational improvement. It synthesises and reframes the distinct schools of thought within the Educational Effectiveness and Improvement (EEI) fields for a renewed research and professional education agenda. At the book's heart is a problem: that educational improvement is often short-lived, rarely achieved at scale and, as some prominent researchers have argued, mostly illusory. The chapters describe and critique this divided field and reviews, synthesises and reframes the combined knowledge base. Building on this acknowledge of division, the book looks with scepticism, pragmatism and optimism towards the future for solutions in evidence-informed improvement.

All organizations are political environments. Politics is present in all the major processes, including resource allocation, succession planning and equal opportunities. Yet being political is often regarded as a negative trait, associated with lack of authenticity, unethical behaviour and sociopathy. For employees, managing politics is a core skill. For coaches and mentors, there is the constant dilemma of how to help a client thrive in a political environment while retaining their authenticity. A critical distinction is between being politically aware or astute and being political or "playing politics".This book aims to set out practical ways in which coaches and mentors can both maintain their own integrity and support their clients in doing the same, in politicised environments. It will draw on the experiences of coaches and mentors, leaders and managers in organisations around the world, and coach supervisors.

''[A] masterpiece from start to finish [...] It's rare that what is essentially an instructive academic book is such a page turner. Pennington breathes life into what may have been a dry, procedural topic and peppers the scientific detail with entertaining anecdotes and activities.''The Psychologist"Dr Charlotte R. Pennington has pulled off a remarkable trifecta of being clear, concise, and comprehensive in covering the origins of the open science movement and practical advice for adopting the behaviors."Professor Brian Nosek, Executive Director, Center for Open Science; University of Virginia, US''I believe this book will be extremely valuable to both students and academics who wish to further their understanding of transparent research in psychology, and I have already taken steps towards adding this as a core text in my department!'' Psychology Teaching Review"My hope is that every psychology student will finish their degree with a heavily annotated, well-thumbed copy of this important and timely book!"Dr Madeleine Pownall, University of Leeds, UK"This book should be on the reading list for all university science degrees and on all library bookshelves. It is concise, accessible, and remarkably interactive, with brilliant use of examples and learning activities. Is there a better instruction manual on how to do science properly? If there is, I haven't seen it."Professor Chris Chambers, Cardiff University, UK"This book will equip future generations with the tools necessary to improve our disciplines, and thereby represents a significant ray of hope for the future. Essential and timely."Dr Emma Henderson, University of Surrey, UK A Student's Guide to Open Science explores the so-called "replication crisis" in psychology (the inherent difficulties in replicating or reproducing research results to test the robustness of findings) while delving into the ways that open science can address the crisis by transforming research practice.Students will develop a fundamental understanding of the origins and drivers of the crisis and learn how open science practices can enhance research transparency, replication, and reproducibility.With a handy, digestible guide for students and researchers alike on how to implement open science practices within their own workflow, as well as pedagogic teaching and learning activities that can be re-used by educators, Pennington's new book is an essential guide to navigating the replication crisis.Key features of this book include:. An overview of landmark events that will mark the history of the replication crisis.. Case studies of classic psychological studies undergoing replication.. Test yourself activities to reinforce learning of key concepts, including an open science crossword!. Top tips for adopting open science practices, including study preregistration, Registered Reports, and open materials, code, and data.. Useful illustrations to aid understanding and facilitate revision. New concepts and practices can often feel overwhelming, but this book aims to help students and educators pick what they want from the 'open science buffet' and return to the table to fill up their plates again and again. Remember, we are all students of open science and will be for many years to come!Dr Charlotte R. Pennington is a Lecturer in Psychology at Aston University, Birmingham, UK and a Fellow of the Higher Education Academy. She is an expert in open science and advocates for the teaching of this within higher education pedagogy.

"[E]ssential reading for anyone learning to be a teacher... This book will continue to be a core text on our ITE programmes."Rachele Newman. Director of Initial Teacher Education, University of Southampton, UK"A comprehensive 'must have' for every new teacher entering the profession: a wide variety of short chapters, packed full of key, research-evidenced ideas, brilliantly articulated by a team of expert authors... Fantastic!"Mark Winterbottom, Professor of Education, University of Cambridge, UK"The beauty of the book is that the authors do not attempt to simplify teaching, instead they celebrate and explore the complexities of being a teacher."Stefanie Sullivan, Deputy Head of School, Director of Initial Teacher Education, University of Nottingham, UKThis timely new edition remains the ultimate guide for students in the core areas of teaching policy, assessment and curriculum planning, while also covering the relevant issues facing educators and students today. Grounded in contemporary research and empirical evidence, Becoming a Teacher provides a critical yet accessible exploration of the complexities involved in starting a career in secondary education.New chapters include topics such as wellbeing and mental health, social justice, decolonising the curricula and how to develop teacher identity when starting a career. Themes such as digital pedagogy now run through the core of the book, reflecting the future of our education system. The book:-Supports students with a blend of theory and practical solutions -Integrates a wide range of issues, contexts and perspectives-Guides and encourages readers to reflect on their own learning and teaching-Covers practical classroom implementations, theoretical and empirical research, social and cultural dimensions and much moreBenefitting from the expertise of top academics in the education field while leaving room for the reader to engage with their own critical reflection, this book is essential for PGCE and Education students to gain a thorough understanding of the many facets of education as well as their own role as a teacher.Simon Gibbons is Senior Lecturer in English Education and Director of Teacher Education at King's College London, UK. He is a former chair of the National Association for the Teaching of English. Richard Brock is a Lecturer in Science Education at King's College London, UK. He taught secondary physics for many years in greater London and has also taught English in Japan and worked in special education.Melissa Glackin is Senior Lecturer in Science Education and the Director of the MA in STEM Education at King's College London, UK.Elizabeth Rushton is Head of Department of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK. She previously led the Geography PGCE at King's College London after having worked as a geography teacher and as Director of Evaluation for an education charity.Emma Towers is a Teaching Fellow in Education Policy at King's College London, UK. Before moving into higher education, she worked as a primary school teacher in London schools.

"Rik Cheston is one of the pioneers of psychotherapy in dementia. This book integrates his clinical expertise and research, and is brought vividly to life by Rik's personal reflections and case examples drawn from his vast experience [...] this book will be one that I keep coming back to and share."Dr Emma Wolverson, Clinical Psychologist, Senior Lecturer in Ageing and Dementia, Research Lead Dementia, UK"This is a thoughtful and, at times, provocative book, providing knowledge and insights from theoretical and practical perspectives [...] Cheston has set out to challenge you; which he does extremely well."Professor Ian Andrew James, Innovations Team, CNTW NHS Trust and honorary professor at the University of Bradford, UK"In this brilliant and timely book, Richard Cheston [...] draws upon [...] over 30 years of insightful clinical practice to discuss not only psychotherapy but a whole lot more. The book is lucidly written so can be valuable not only to specialists but to anyone whose work or personal life brings them into contact with dementia. Actually, that's most of us."Tom Dening, Professor of Dementia Research, Mental Health & Clinical Neurosciences, University of Nottingham, UK"This is a clear, accessible and beautifully written legacy of psychotherapeutic endeavour in dementia care [...] This book is a seminal text for all who are committed to continually improving their practice in person-centred dementia care."Esme Moniz-Cook Professor Emerita (Clinical Psychology, Ageing and Dementia Care), University of Hull, UK. Founder Chair, now board member INTERDEM There is little opportunity for people living with dementia to talk about their experiences and what is happening to them. This often makes it harder for them to adjust to, and to accept, the diagnosis. Dementia and Psychotherapy Reconsidered introduces a new and distinctive way of thinking about dementia. Each of the four sections is augmented with examples from the author's 30 years of clinical and research experience and offers an accessible approach from mainstream psychotherapeutic and psychological frameworks that:. Places dementia into a psychological context of loss, threat and change. Addresses the research and clinical evidence underpinning psychotherapy; whether this is delivered to individuals, couples or groups. Sets out a model of adjustment to dementia and outlines how talking about dementia needs to be tailored to the stage of change. Explores how psychotherapy and counselling can be adapted to accommodate the client's cognitive changes and why we need to acknowledge that talking about dementia is not always possible or desirable Dementia and Psychotherapy Reconsidered is applicable not only to psychotherapists and counsellors, but to clinicians and families who are supporting people living with dementia post-diagnosis and want to find new ways of talking about their experiences.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia.Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.Richard Cheston worked as a Clinical Psychologist in the NHS before becoming Professor of Dementia Research at the University of the West of England, UK in 2012.

"The establishment of professional learning networks can be transformational for you personally and professionally. This book takes you step by step through the process of developing an effective Professional Learning Network (PLN) to create and realise a new status quo!"Catherine Carden, Canterbury Christ Church University, UK"The book impressively underscores the relevance and opportunities of Professional Learning Networks for innovation in school, while also addressing the challenges and pitfalls of successfully establishing, running and sustaining PLNs from the perspective of teachers."Colin Cramer, University of Tuebingen, Germany"This book is a must read for practitioners, policy makers and researchers interested in Professional Learning Networks! [It] provides readers with concrete recipes with all the necessary ingredients, including leadership, trust and collaboration, to ensure PLN success."Prof. Dr. Kim Schildkamp, University of Twente, the NetherlandsThe Teacher's Guide to Successful Professional Learning Networks supports educators with practical guidelines developed from the authors' practical and research-based experience in this area. Taking a step-by-step approach, the book guides readers through the different stages of inquiry and influencing factors involved with successfully running a PLN. The authors explore how teachers can participate in networks to achieve deep reflective inquiry and make positive changes in teaching and learning.The book:-Builds on international research into professional learning networks (PLNs)-Uses illustrative case studies from a range of contexts across the world-Provides step-by-step guidance to help readers establish sustainable PLNs Drawing from a diverse range of international contexts and with content stretching from early years to secondary, this book is essential reading for any educator looking to create, expand or enhance their Professional Learning Network.Cindy Poortman is Associate Professor at the University of Twente in the Netherlands. Her research and teaching focus is teacher and school leader professional development in PLNs. She has co-founded and is coordinating the PLN network within the International Congress for School Effectiveness and Improvement (ICSEI).Chris Brown is Professor and Director of Research at the Department of Education Studies at the University of Warwick, UK. He has co-edited two books on Professional Learning Networks, is co-editor of the Professional Learning Networks Book Series, and is co-founder and co-convener of the ICSEI Professional Learning Networks research network.

"I am so glad that this book has been written! [...] A highly practical book, easily accessible for others to use with their students."Dr Elisabeth Curling, Senior Lecturer in Immunology, School of Biosciences, University of Kent, UK"[This book] will enable students across the globe to improve their well-being. Highly recommended."Dr Julia Ronder, Consultant Child and Adolescent Psychiatrist"This book is a fascinating and practical guide to mindfulness for students. I would thoroughly recommend reading it if you are a student yourself, or an educator looking to help students with their mental wellbeing."Dr Jacqueline Buchanan, GP Partner and Medical Student EducatorAs the challenges facing students continue to grow, the importance of mindfulness for academic and personal success is gaining recognition. Yet many students and their teachers remain unclear on how to implement mindfulness techniques successfully. Mindfulness and Wellbeing for Student Learning is a 5-week introduction to mindfulness to support students' learning and wellbeing. Adapted from several mindfulness programmes, the book aims to help students cope with the various demands of university life and provide them with a wellbeing toolkit. Included are an array of mindfulness techniques proven to help improve focus, manage stress, regulate emotions and manage procrastination, to name a few.The book:.Introduces a 5-week guided programme to teach students about wellbeing.Contains numerous interactive mindfulness exercises.Provides structured wellbeing lesson plans complete with resources .Draws on the real experiences and feedback of studentsThis book is an essential resource for students and aims to equip them with invaluable skills to overcome the anxieties and stresses of university life. No matter the subject, this book will help students to build academic and personal resilience, helping them to thrive at university and beyond. It is also a perfect book for teachers or personal tutors looking to set up mindfulness groups or simply support their students during these challenging times.Lorraine Millard has been a psychotherapist for over 35 years, a mindfulness teacher for 15 years and has taught over 150 mindfulness courses. She designed and delivers the 5-week course at the University of Kent, UK.Louise Frith is an Academic Skills Tutor at the University of York, UK, specialising in writing for academic purposes. She has published two previous books: Professional Writing for Social Workers, 2nd edition (2021) and The Student's Guide to Peer Mentoring (2017).Patmarie Coleman has previously taught for 22 years on person-centred courses, is a senior counsellor at the University of Kent, UK and also runs a private supervision practice in Southeast London, UK. Patmarie was trained by Lorraine in Mindfulness and has completed further training with the Mindfulness Network. Patmarie authored the chapter: Intersectional, Anti-Racist and Intercultural Approaches by Therapists of Colour, for Therapy in Colour (2023)

"This book is a must read for those wanting to understand, design and improve our approach to workforce knowledge in dementia care."Paul Edwards, Director of Clinical Services, Dementia UK"Its person-centred, theory and practice-based approaches to learning make it an essential book for everyone involved in the delivery, review and commissioning of dementia education."Dr Anna Jack-Waugh, Senior Lecturer in Dementia, Senior Fellow HEA, Alzheimer Scotland Centre for Policy, and Practice, the University of the West of Scotland, UK"A relevant, innovative, and important book that can underpin better education and training in dementia care."Jesper Bøgmose, Associate Professor, Cand. Cur., Faculty of Health, University College Copenhagen, DenmarkIn the last twenty years the evidence-base for how to provide person-centred care for people with dementia has grown significantly. Despite this until recently there has been little evidence as to how to provide training and education for the dementia workforce. This book provides an evidence-based practical resource for people intending to develop, deliver, review, or commission education and training for the dementia workforce. Throughout, the book: . Considers the importance of informal routes and mechanisms for workforce development. Examines the importance of context and setting conditions for successful implementation of training at individual, service and organisational level. Contains up-to-date international research evidence, case studies and vignettesEducation and Training in Dementia Care: A Person-Centred Approach is an accessible text aimed at all levels of prior experience, from those studying and working in health and social care services and private and third sector organisations who are responsible for the training and development of their staff, to commissioners of training or those who wish to take advice to inform their practice.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia. Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.Claire Surr is Professor of Dementia Studies and Director of the Centre for Dementia Research at Leeds Beckett University, UK.Isabelle Latham is Researcher-in-Residence for Hallmark Care Homes, UK and Honorary Senior Research Fellow for the Association for Dementia Studies at the University of Worcester, UK. Sarah Jane Smith is a Reader in Dementia Research at Leeds Beckett University, UK.

"This thought provoking and highly informative book is a perfect handbook for teachers and school leaders interested in improving the quality of talk in their classrooms."Amy Gaunt and Alice Stott, Directors at Voice 21 and authors of Transform Teaching and Learning through Talk: the Oracy Imperative. "For practising teachers, it offers a guide to how to exercise sound professional judgement in selecting and sustaining strategies that place talk at the centre of teaching and learning, so that all students benefit."Alan Howe, Education Consultant and Associate with Oracy CambridgePurposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers an analysis of schools' responses to improving the quality of both learning to talk and talking to learn. The book explores classroom talk through the analysis and comparison of examples drawn from diverse schools and age groups, across primary and secondary education settings. Alongside a wealth of practical strategies, the book offers an insight into the realities of implementation, helping teachers to make well-informed judgments about developing classroom talk within their own schools.This book features:.Examples of lesson activities and resources, accompanied by explanations and advice from practitioners .Vivid depictions of real classroom practice with comprehensive analysis linked to up-to-date research and theory.Questions and prompts to promote reflection on the reader's own context.An emphasis on teachers' professional judgement and informed implementation of oracy practicesA holistic and accessible resource, this book is aimed at experienced, early career and student teachers, as well as other education professionals.Rupert Knight was a teacher in schools in London and Nottingham. He currently works at the University of Nottingham, UK, on teacher education and other postgraduate courses. Rupert is the author of Classroom Talk and he continues to work closely with teachers to develop the use of spoken language in the classroom.