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The Communication Games 2.0 series is the new generation of the popular Communication Games series - a go-to resource of communicative and interactive games and activities for live online, hybrid and face-to-face classrooms of today and in the teaching of tomorrow.

Teaching and Learning English in the Early Years provides a lively, varied, 'must have' A-Z compendium of how to teach English to very young children between the ages of 3-6. It combines discussion of methodology with a wide range of practical, creative teaching ideas and strategies which are easy to implement in pre-school classrooms globally.

An interactive, self-reflective guide that applies techniques from contemporary clinical psychology to benefit creative artists and anyone seeking to increase their capacity for personal and professional creativity, innovation, originality and growth.

Attachment theory is a framework for understanding human behaviour that helps us identify the nature and source of an individual or group's responses to anxiety, change, threat or danger, and can be used across a range of therapeutic interventions. Integrated within the first edition of Attachment-based Practice with Adults but bound and sold separately for the second edition, The Interviewing Guide lets readers see how the three core attachment strategies - distancing (' A' ), preoccupied (' C' ) and balanced (' B' ), influenced by procedural, sensory, semantic, episodic and integrative memory systems - are typically expressed in verbal and non-verbal communication. Reproducible discourse marker sheets allow readers to keep a log of interviews to become more familiar with patterns of discourse and their underlying functions.

For many people with an intellectual disability, the attitudes and behaviour of their carers is the key variable affecting their quality of life. The Art of Caring for People with Intellectual Disabilities considers how the optimal level of caring elevates a series of skills and techniques into something that feels, to an outsider, like an art form and provides a lasting, positive improvement to the life of the person they care for. Focusing on the Acceptance and Commitment Therapy (ACT) concept of living in congruence with our own core values, the authorsseek to help carers analyse their own core values in relation to their role, and then to identify strategies that will help them live in line with these values. The book explores the multifaceted nature of the caring role- from carer to nurse to companion and beyond - and how to overcome the range of challenges involved in caring for people with intellectual disabilities using the concept of ACT to enhance the wellbeing of both carers themselves, and those they care for.

Good communication is central to all relationships, yet the unpredictability of interpersonal exchanges can cause significant anxiety for autistic people and create a barrier to successful communication. Understanding Me, Understanding You is a guide for anyone working with and supporting autistic people. The aim is to encourage the reader to consider how they can create 'autistic spaces' where there is predictability and trust, enabling autistic people to engage, contribute and grow. It seeks to promote mutual understanding, starting by encouraging the reader to understand themselves, their own beliefs and attitudes and the way that this can influence their behaviour; and then to understand another and, in turn, help them to understand. At its foundation is the 'Triad of Understanding', a beautifully simple model for successful communication conceived together by social work practitioner, Dr Jackie Robinson, and three autistic co-researchers over a three year period. Jackie successfully created an autistic space that allowed the autistic co-researchers to flourish and achieve.

Teaching English with Drama shows teachers how to teach language learners using drama, plays and theatre techniques. This revised edition provides explanations on how the techniques can be incorporated into standard English lessons whilst encouraging teachers to go beyond the norm.

This environmental assessment and modification programme has an accessible, strengths-focused approach to supporting autistic people across different areas of their life. It reflects a paradigm shift from one where autism is treated as a deficit or impairment to one of strength, acceptance and autonomy.

This book raises awareness of what emergent language (EL) is, highlights its importance and makes the case that focusing on EL is an essential part of learning a language and therefore a skill that every language teacher should possess or work to develop.

ETpedia Pronunciation is a one-stop resource for teaching English language pronunciation both in the classroom and online, full of practical ideas, inspiration, tips, and classroom activities.

The Dementia Care Training Library is a unique modular suite of person-centred, dementia-specific content designed to provide everything required for professionals working in relevant care services to deliver authoritative in-house training. Once users have delivered the two core introductory modules contained within the Starter Pack binder, they can expand the resource by adding any or all of twelve further DCTL modules (Modules 3-14), to be published regularly throughout 2022 and 2023. The optional modules are provided as loose-leaf pages to be added to the master binder. All Dementia Care Training Library materials take an Action Learning approach, providing a balance of information and practice-based activities that allow learners to reflect on and apply new knowledge in real time as a staff team, and which ultimately lead to changes in practice in the care environment.

Sometimes, we can all try so hard to avoid causing ourselves pain that we don't live our lives to the full--and people with intellectual disabilities are no different. Based on principles of Acceptance and Commitment Therapy (ACT), Living Your Best Life provides guided self-help materials for a person with intellectual disabilities to work through alongside a supporter such as a paid carer, family member, or mental health professional. The tools and guidance help the individual identify what is important to them and move towards a life where worries and doubts do not stop them doing activities they enjoy or trying new things. Each chapter includes separate sections for supporters and for the person with intellectual disabilities (which can be read to them if necessary). The book also includes a wide range of exercises, graded by difficulty so as to be matched to an individual's specific abilities and challenges.

Life is often busy, demanding, and full of challenges that can cause us to lose sight of what really matters. The Acceptance and Commitment Therapy(ACT) Diary 2023 is designed to help individuals focus on the things that are most important to them. It puts values centre-stage, where they can best guide actions and decisions, and is especially helpful for those engaged in Acceptance and Commitment Therapy (ACT). However, the principles are relevant to anyone seeking to build psychological flexibility--the ability to connect fully with experiences, including difficult thoughts and feelings, and pursue an authentic life. Weekly short, accessible pieces discuss aspects of psychological flexibility, present helpful metaphors, and suggest exercises to identify core values, clarify issues, and record goals. Alongside these, reflection spaces offer regular opportunities to record thoughts, identify barriers, and track progress.

Trauma and Dissociation joins expert knowledge about trauma, mind programming, & dissociation from both lived experience & the perspective of a therapist; this book is designed to help people living with a dissociative disorder as well as carers supporting them & helping to aid their recovery. It has a focus on the use of systemic mind programming in the context of cults and the associated trauma of this ritualistic abuse; this book addresses a gap in resources to provide training and therapeutic approaches to both those living with mind control & installed Dissociative Identity Disorder (DID), and those who support them such as a carer, family member, or mental health professional. DID is a condition that is provoked from the experience of being mind controlled, enabling abusers to manipulate their victims during and beyond the period of abuse, whilst simultaneously occurring naturally as a survival mechanism. Developed from both lived experience and expert knowledge from a specialist in trauma work, content covers therapeutic approaches such as attachment theory and trauma-informed care, established training approaches for support staff, and personal survival stories.

Recovery and survival following sexual violence are unique to each individual, and this invaluable book provides a resource for those supporting autistic and neurodivergent women to take steps towards regaining control of their life. Written from the author's lived experience and expertise, there is a wealth of accessible guidance and practical activities that focus on making sense of events and taking time to do so. This resource provides a clear framework to explore the full range of issues arising from sexual violence, including identity, goal-setting, safety, mental and physical well-being, managing emotions, friendships, relationships and disclosure, memory, concentration, and sensory experiences. It includes printable resource sheets and details of available supports to introduce to individuals or groups. Whilst targeting neurodivergent/autistic women survivors, it can be adapted by others to suit their requirements. Above all, it encourages practitioners to work respectfully with clients in the context of their experiences and evolving situations.

The three texts brought together in Listening with All Our Senses offer a new perspective for those supporting people with ASD and/or profound and multiple learning disabilities. Phoebe Caldwell emphasises the importance of shifting the focus away from the label of 'challenging behaviour' and instead offers practical advice for ways that we can help to alleviate the distress that may be at the root of such behaviours, by communicating with people on their own terms and in their own 'language'. She uses multiple case studies from her years of experience in the field to illustrate Intensive Interaction and the innovative techniques that she has developed for entering the person's world, as they experience it, and approaching two-way communication from this perspective. The compendium includes a new introduction written by Phoebe Caldwell, and You Don't Know What It's Like also features an updated 'GP's viewpoint' provided by Dr Matt Hoghton.

Now in its 5th edition, Mental Health in Intellectual Disabilities continues to address the need for a handbook which, while well-grounded in research and latest clinical practice, is essentially non-academic and accessible for staff occupying many roles. For example support workers and managers in learning disability service settings, GPs, psychologists, psychiatrists, community learning disability teams and other professionals who may find themselves supporting a person with an intellectual disability from time to time, as well as students of mental health and intellectual disability. The new edition represents a complete revision and updating, aiming to address key knowledge requirements and concerns of people working in the field and provide opportunities for reflection and continuing professional development. The content is illustrated by case studies to help the reader explore how best to address mental health issues in practice.

Diagnosis of learning disabilities or autism can happen at any point in an individual's life. While this should mean freedom to move forward with information to access all that's needed to live a fulfilling and rewarding life, the huge obstacles that exist in reality can make a diagnosis a cause for dismay. Furthermore, the way in which the diagnosis is delivered is often done without thought or preparation and consequently ensures lasting emotional trauma to the individuals involved and their loved ones. The aim of this thought-provoking booklet is to directly challenge the method and moment a diagnosis is given, so that it can become the defining opportunity to set individuals and their families off on a positive, hopeful path rather than a negative, diminished one. Each 'rule' speaks powerfully with the voice of the individual or family on the receiving end of diagnosis. Together, the 10 rules provide a useful starting point for discussion and a catalyst for action. Each is followed by suggestions for positive practices. The booklet also contains additional background information on good practice, together with references and sources of further information. The booklet has been written for anyone involved in providing diagnoses and follow-up support to autistic people, those with learning disabilities and their families, together with allied professionals, carers and student in relevant disciplines. It can be used for a wide range of purposes, including staff induction, learning disability and autism awareness training, individual professional development and reflection, and team discussions about the quality of practice and services provided.

This fully revised and updated edition of Learning Disability Today provides an accessible and thought-provoking introduction to some of the key issues in the lives of people with learning disabilities and the practice of those who support them. Learning Disability Today was first published in 2007 to meet the need for a handbook which, while well-grounded in latest research and practice, was accessible for staff occupying many roles, such as support workers and managers in learning disability service settings, community learning disability teams and professionals who may find themselves supporting a person with an intellectual disability from time to time, families and voluntary supporters, as well as students of learning disability/intellectual disability. It has continued to be a highly successful title, and has been published in three previous editions over the past nine years. This new, fourth edition is a complete revision, aiming to address key knowledge requirements, challenges and concerns for people working in the field and provide opportunities for reflection and continuing professional development. The content is illustrated throughout by case studies to help the reader explore how best to address issues in practice.

Autism and Intellectual Disability in Adults: Volume 1 explores issues and practice affecting the support of adults with intellectual disabilities who are on the autism spectrum. This title explores potential key moments in the lives of adults with intellectual disabilities who are on the autism spectrum, covering a breadth of subjects including; policy, health, economics, wellbeing and equality, as well as a wealth of practical information and advocacy-related material. The first volume in this series has been brought to you by a highly creative group of people, many of whom are either on the autism spectrum or have close family ties to autistic people. The focus of this publication is not on the causes of autism; our interest instead lies in considering ways in which autistic people (focusing here on those with additional intellectual impairments) can have the best possible quality of life, on their own terms. Common themes emerge between authors, including the fundamental requirement to acknowledge, respect and facilitate autistic expertise as being central to the production of research, policy and practice. Autism and Intellectual Disability in Adults: Volume 1 will inform and benefit health, social care, and education professionals, families, students, support staff in learning disability services and many others. This title shares information, tools and resources in ways that are accessible, useful and usable by the broad range of professional groups involved in this area of practice.

This simple but powerful staff and service development exercise provides a vital stimulus to exploring and evaluating attitudes, services and practice in relation to people with intellectual disability and the quality of lives they are enabled to lead. It can be used with any group of stakeholders, in any kind of service - whether public, private or voluntary - and in any country of the world. Whatever the nature of the organisation and the cultural context, the exercise offers a way of holding existing attitudes, practices, systems and structures 'up to the light', in order to ensure that they meet the values we would espouse for our own lives and those of our families and loved ones. The aim is not only to guard against the violation of human rights and to meet minimum standards imposed by regulatory bodies, but also to make genuine progress towards creating consistent person-centred responses - individualised, flexible, and self-directed, and clearly based on human values of dignity, respect and equality. The exercises can be used for a wide range of purposes, including developing a vision for a new service and/or values statement, designing or changing services, including environments, systems and staffing, changing problematic cultures, preparing for inspection, introducing more person-centred ways of thinking and planning, meeting and monitoring quality standards and codes of practice, staff induction and development. This pack contains an A4 manual with full instructions and examples for running the exercises; DVD containing slides and clips of filmed training sessions and slides, 132 discussion cards and 12 header cards.

This handy guide brings together theory and practice to help international speakers of English worldwide overcome communication barriers.

An accessible, straightforward guide to how high learning ability can be recognised, differentiated and supported as a form of neurodiversity among children and young people, and the practical ways in which parents, carers, teachers and schools can help.

Managing Stress and Distress is part of the How to Help series of books exploring issues commonly faced by children and young people at home and in school. Managing Stress and Distress offers an accessible introduction to how heightened stress levels in young people can lead to distressed behaviour--and how to manage both. We have left behind a time when schools found it easier to exclude 'difficult' children than understand them, but the evolutionary and psychological factors that often underpin stress responses and their resulting problematic behaviours remain poorly understood. Offering a complete, compassionate guide to what stress is, how it arises, the purpose it serves, and the issues it can cause, Stan Godek argues for a trauma-informed approach of managing short-term distress while also reducing long-term stress levels via a regular practice of mindfulness--and shows how parents, carers, teachers, and schools can help.

Talking with a Map explores the interplay between how we talk and how we relate. We learn to relate before we learn to talk, and every conversation depends on making sense of our interactions as much as our language. Conversation has the potential to bring us a deeper and clearer perspective, but we are also capable of getting lost or into a mess. Tackling this and offering a means to improve conversational skill for those who depend on it (e.g. teachers, nurses, managers) as well as anyone seeking the courage, compassion, and curiosity to have better conversations and relationships, Talking with a Map presents a series of simple steps for making word maps of discussions as they develop. These maps track the hidden patterns in what we say and how we relate to each other while speaking, making visible the links and gaps in our discussions and helping us to achieve a shared understanding of conversations.