This introductory text guides audiological scientists and ENT registrars in training through to a practical knowledge of clinical applications of the audiological care of children at each stage of development. It covers screening, early diagnosis of hearing impairment, associated conditions, aids and evaluation.|For this second edition, the book has been expanded and updated to take account of new techniques that have been introduced in recent years. A new chapter on cochlear implants in children is included. Throughout, the text incorporates examples of ways in which microchip technology has been harnessed to benefit paediatric audiology.

Despite all the recent media attention on "family values," there have been surprising few examination of the role parents play in their children's moral development. In this timely handbook, leading researchers explain how parenting styles and parent-child interactions impact on the child's moral and social development.

Offers an in-depth examination of parenting eduction and support in a wide range of contexts. The authors examine practice in a variety of settings and the theory underpinning these practices, where parenting education has become a key vehicle for the delivery of family-focused and social policies.

TABLE OF CONTENTS:

Part 1 Review and overview of developments: parenting education and the social policy agenda, Gillian Pugh; review of the field - some current trends, Hetty Einzig; families and society - change and continuity, Janet Walker; parents as key determinants in planning and delivering parenting education and support programmes - an inclusive ideology, Sheila Wolfendale. Part 2 Themes of parental identity and contexts for parenting: being a parent - influences and effects upon parenting from the media, Lucy McCarraher; going critical - childhood, parenthood and the labour market, Peter Moss; the emotional education of parents - attachment theory and emotional literacy, James Park. Part 3 Putting principles into practice: supporting parents through parenting programmes, Bopinder Samra; support for parents at significant times of transition, Sonya Hinton; parenting education and support issues in multi-agency collaboration, Peter Jones; "She wants you to think for yourself, she doesn't want to give you the answers all the time" - parents on parenting education and support, Roger Grimshaw.

In this work, the author draws together contributions from professionals working in stuttering therapy in Britain and America. It describes intervention approaches with dysfluent children and adolescents and their families, and should be useful to practising clinicians and students.

This volume gives a keleidoscopic view of the field of clinical phonetics and linguistics. Topics include phonological issues in normal and defective development; aphasia, dysphasia, dysarthria, apraxia of speech and neurological conditions as well as critical evalutaions of methods in clinical linguistics and phonetics.

Particular emphasis is put on hearing loss and central auditory processing disorders, including their consequences for language and speech and for the study of the relation between psycholinguistic input and output processes.

Offering accessible advice on the special educational needs of girls with Rett syndrome, this volume aims to assist teachers in developing a working knowledge of the syndrome and suggests particular strategies in planning a curriculum which may help overcome the specific difficulties within the diagnosis. For parents, the book provides a picture of the special school system in this country and the educational implications for their daughters. It should also be of interest to those working with pupils with a more general type of profound learning disability.

TABLE OF CONTENTS:

Part 1 Introduction: the girl with Rett syndrome. Part 2 Factors affecting learning: physical factors; social factors; emotional factors; intellectual factors. Part 3 Specific barriers to learning in Rett syndrome: hand of dysfunction; delayed response; apraxia. Part 4 Implications for teachers: attitudes and values; curriculum; specific strategies.

This book is a selection of papers by the author, a professional psychologist who operated a school psychological service. They represent the development over some forty years of a psychological practice based on the then relatively unknown Personal Construct Theory of George Kelly. Tom Ravenette has adjusted and extended this theory to make it fully useful in the author's own context.

This text outlines eight major perspectives on behaviour and their implications for the classroom: biological, behavioural, cognitive-behavioural, social learning, psychodynamic, humanist, ecosystemic and ecological.

The biological perspective is included solely for information, particularly with reference to ADD/ADHD. The other seven perspectives are examined through the use of case studies, examples of interventions along with the presentation of instruments and photocopiable materials.

TABLE OF CONTENTS:

Introduction - general schema - A.F.I.E model; comparison grid - eight perspectives; biological perspective; behavioural perspective; cognitive-behavioural perspective; social learning perspective; psychodynamic perspective; humanist perspective; ecosystemic perspective; ecological perspective; photocopiable resources.

This introductory text for speech pathology and therapy students examines normative phonetic aspects and also discusses how these may go wrong and what happens when they do. Correct use of phonetic symbolizations and the importance of adequate transcription in the clinic are stressed.

Contents:

Articulatory phonetics; acoustic phonetics; auditory phonetics. Appendices: Phonetic symbols and notes of transcription: the International Phonetic Alphabet (revised to 1989); the extensions to the IPA for the transcription of voice quality and disordered speech; CSL symbols for voice quality; notes on phonetic transcription.

This book describes all of the major models of play therapy and explains how they are used in actual practice. After outlining a case history, the book features chapters written by leading authorities on various models of play therapy. Each discusses his or her model in terms of this common case and outline the application of the model and course of treatment. Play therapy models explored include: client-centered, psychoanalytic, cognitive-behavioral, Jungian, filial, developmental, Gestalt, family-therapy, ecosystemic, Ericksonian, Adlerian, dynamic, and strategic family.

This beautifully illustrated book asks all the difficult questions about playtime:

* What is the purpose of playtime?

* How are the adults prepared and supported for their task?

* What are the special considerations for wet playtime?

* How can the outside environment be improved?

The discussions, references to research and the personal experience of the authors will support a school staff in their own developmental work. Included in the book are sample questionnaires to use when consulting with pupils, action and maintenance plans and an extensive list of resources.

This text is designed to help teachers and student teachers develop confidence in dealing with behaviour problems in secondary schools. The book's practical slant and reliance on examples make it suitable for initial teacher training, INSET or private study. The author addresses directly the needs of all secondary teachers, not just those with responsibility for special needs and pastoral matters.

TABLE OF CONTENTS:

Classroom management; on report - a positive approach; behaviour contracts; pupil self-management; anxiety management - the troubled student; tackling disaffection and apathy.

This is a scholarly, multidisciplinary and comprehensive introduction to the field of Post Traumatic Stress Disorder in children and adolescents, along with its clinical assessment and treatment. It is particularly orientated so that professionals will find it useful in their work with children and adolescents and their families, schools and other contexts.

PTSD is more usually considered as an adult disorder: this volume concentrates on children and adolescents. The introductory chapters are followed by a chapter on assessment and several chapters on treatment. The issues of clinical management in some of the important ecological contexts such as family and school and aetiological contexts such as refugee status and child abuse, are discussed in further detail. Then a variety of treatment approaches are clearly described.

The book is aimed at teachers, practitioners and researchers in child psychiatry, clinical child psychology, educational psychology, social work, paediatrics and occupational therapy.

A handbook that should be welcomed by teachers who experience difficult behaviour from young children in the classroom. It aims to help the teacher regain control and settle the pupil down to work. It presents an observation method that measures the frequency and context of difficult behaviour and advices the teacher on how to form useful definitions from identified patterns of behaviour. Strategies which can be followed step-by-step or as influential factors are also presented, while it also outlines the record keeping necessary for the requirements of the Code of Practice Stages 1 and 2.

TABLE OF CONTENTS:

Introduction - links between emotional development, self-esteem and school behaviour; observation and information gathering method; process for defining the problem; planning the strategy; carrying out the intervention; evaluating success and redefining remaining difficulties; planning the new strategy.

An examination of the cognitive, medical and psychological aspects of educating a child with Prader-Willi Syndrome. Practical advice is given for every part of the schooling process, from classroom management to helping the child with difficult lessons such as maths. The section on further education discusses the ethical issues concerned with learning skills for independent living and the potential for future employment.

TABLE OF CONTENTS:

Introduction to Prader-Willi Syndrome; range of abilities; classroom and behaviour management (pre-school and primary level); educational techniques (pre-school and primary level); classroom and behaviour management (secondary level); educational techniques (secondary level); classroom and behaviour management (further education); educational techniques (further education).

The functional approach to the treatment of aphasia is embodied in the methods and techniques of Promoting Aphasic's Communicative Effectiveness (PACE), which has had an international influence on the way therapists approach the rehabilitation of aphasia patients. However, there is a shortage of research into the approach and little up-to-date practical guidance on its application. D. Carlomagno's concise book aims to provide a guide to the use and efficacy of PACE methodology which should be useful for aphasia therapists.

"...the book has many strengths. It is clearly written and is organised in a straightforward manner. It is replete with strong definitions and revealing examples. It should be priority reading for any clinician or researcher addressing the problems of children with language disorders".

The work of professionals with children with disabilities affects the children's family, while events at home affect what professionals can achieve with the children. In many ways, the child, the family and the professional are intermeshed. From the perspective that many sorts of families can successfully overcome life's challenges, this text describes how professionals can form collaborative relationships with the parents of the children in their care, to optimise the children's development and to enable both family members and professionals to work in the children's interests. This text describes experiences of families who have a child with a disability. It takes a new look at old assumptions that disability necessarily has a negative effect on families or that families themselves are in need of therapy simply by virtue of having a child with additional needs. This text offers practical insights and guidelines for action by teachers, occupational therapists, physiotherapists, speech pathologists and psychologists. It is a practical text tht enables practitioners to offer a high-quality service to children while supporting the family in its role of nurturing their child with special needs.

Profiling has been acknowledged as a major contribution to the treatment of language disorder. First developed with reference to grammatical disability, profiling is extended in this book to cover segmental phonology, prosody and semantics. The book also includes a revised version of the grammatical profiling procedure, LARSP.|For this second edition of the book all the existing material has been updated. In addition there is a new chapter, entitled "Putting Profiles into Practice", which contains extracts from case studies and several guidelines for teaching and therapy.

Aiming to help teachers promote positive behaviour by approaching challenging behaviour as a learning difficulty, this monograph looks at how teachers can analyze and meet the range of individual learning needs. It also provides practical preventative and intervention strategies, and offers advice on observing behaviour and a description of a system for teacher support. A strong commitment to the curriculum, particularly in EBD schools, is set within a framework of spiritual development for all children.

TABLE OF CONTENTS:

Behaviour and learning - the reunion; the management of teaching and learning; a whole child requires whole learning - providing spiritual development; challenging behaviour - definition and observation and intervention; battle zone or learning zone?; practical strategies for promoting positive behaviour; review and reflection - a system of teacher support.

"...this book is a valuable asset to all clinicians irrespective of the client group they work with. It gives the reader a thorough review of the literature on prosody from different disciplines and across disorders, encompassing theory and practice".

This book is based on the presentations given by authorities in the drugs field at the Third International Conference on the Reduction of Drug Related Harm held in Melbourne, Australia in March 1992. The keynote addresses at the conference form the kernel of the book. Other chapters were chosen from submitted papers, symposia and other types of presentation.|There is some confusion at present as to what harm reduction means, what activities it can be said to include and what evidence exists for the effectiveness of these activities. This book aims to set out the main principles of harm reduction and how it is applied to different problems om different parts of the world.

Contents:

Part I Concepts and definitions. Part II Perspectives on harm reduction. Part III Harm-reduction policies. Part IV Applications to sepcific substances. Part V Harm reduction and developing countries. Part VI Harm reduction and HIV/AIDS.

Increasing international interest in voice disorders during the past decade has given rise to a greater understanding of the voice and an expansion of the literature on the subject. But although most authors on psychogenic voice disorders recognise that there are psychological causes that need to be addressed in conjunction with voice therapy, there is little published material describing therapeutic programmes for psychogenic voice disorders.|Combining their skills in voice therapy and clinical psychology, the authors of this book explore the use of psychological intervention with patients whose psychogenic voice disorders do not respond to traditional approaches. The authors have identified a particular need for practitioners to have an understanding of cognitive-behavioural psychology and related treatment techniques in order to facilitate change in their clients. This book provides an introduction to such techniques, which the authors hope will encourage clinicians and students to seek training and supervision in this field.|The opening chapter of the book covers the classification of psychogenic voice disorders, describes common characteristics of these disorders, discusses how successful traditional voice therapy is in their treatment and considers the value of a more psychological approach. Following an overview of the psychological approaches most frequently used by, speech pathologists at present, the bulk of the book is devoted to describing both the theory and practice of the cognitive-behavioural model. In the final chapter the authors suggest other clinical areas of speech pathology where the model could also be applied.|Though written primarily for speech pathology clinicians and students, the book should also be of interest to other professional groups such as psychologists, psychiatrists and ENT consultants and their teams, including voice clinic personnel.

This comprehensive text offers thorough coverage of the psychological and educational assessment of children from preschool through adolescence. Written by leading experts and clinicians, this reference covers measuring children's behavior, intelligence, motor skills, neurological functioning, cognitive abilities, vocational aptitudes and interests, and more. Extensive case examples and real-life applications are provided.

This book provides a refreshingly rational guide to the many issues involved in psychological assessment, taking dyslexia to be a remedial cognitive deficit. The author reviews the major tests in use for children and adults, while keeping the scientific purpose for their use firmly in view. Written primarily for assessment professionals, the book will appeal to parents and specialist teachers and all those with an interest in fair and objective methods for dealing with dyslexia.

This book has been written principally with "psychiatrists in training" in mind. The book will also be useful to other professionals, particularly school medical officers, paediatricians, community psychiatric nurses and social workers who also require knowledge of psychology in their day-to-day work.

One of the strengths of this book is that each chapter is written by a prominent specialist in their field. They have particularly highlighted points of clinical relevance in their chapter.

This textbook is designed as a basic reference for a wide range of professionals working or studying to work with young people, families and schools. Its most distinctive feature is the bridging of current research and models of psychological practice across the whole range of psychology applied to education, social work and the health services. These applications include the most challenging contemporary issues facing the helping professions - child abuse, juvenile crime, the plight of refugees, family breakdown and crisis and trauma in schools. A key dimension is the illumination of the contexts which have most influence on the development of young people - an area where there has been a dearth of accessible evidence in the textbooks currently in use.

TABLE OF CONTENTS:

Part 1 Introduction: psychology in practice; problem solving. Part 2 Young people: solution-focused therapy; working with young people; vulnerabilities in adolescence; refugees; teenagers, crime and punishment. Part 3 Families: family therapy - a review of current approaches; parent nuclear families; adoption and fostering. Part 4 Schools: applying psychology to school effectiveness; inclusive education - the progress of integration; the well-being school; working with trauma in schools; fair shares for all?

This book examines the psychological significance of where we live. It reviews research evidence from around the world that has shown that the home represents more than a physical dwelling place. In addition to gratifying basic human survival needs, the home reflects and provides insights into the personalities of its occupants. The book works from the outside of the home to the inside. It begins by examining what psychological factors are linked to choice of neighbourhood and what types of property are favoured by different types of people. It then moves inside the home to examine what we can learn about occupants from the allocation of space, the use of rooms and the way rooms are decorated and furnished.

Written by an international group of acknowledged experts, it provides up-to-date information not only on the psychosocial disorders (substance use, crime, depression, suicide, eating disturbances) but also on wider societal changes considered as possible explanations (family patterns, living conditions, values and morals, media, the developmental process). Presents a comprehensive report on the changes in youth behaviour and culture in Europe, focusing primarily on youth problems.

Written with the newly-qualified teacher in mind, this text considers the nature of learning difficulties, and the impact of legislation and policy on the teaching and learning of pupils with a range of special educational needs in the mainstream classroom.

The author offers practical solutions to the many challenges facing teachers in inclusive settings, including appropriate provision, access to the curriculum, classroom organization and management, and staff development.

TABLE OF CONTENTS:

Meeting special needs appropriately in niclusive educational settings; effective access to the curriculum; classroom organization and management to support pupils; staff roles and responsibilities; staff development.