Written by speech and language therapists, psychologists, counsellors and psychotherapists, this book demonstrates the process of counselling and the various counselling approaches that may be used with people who have communication disorders. It presents nine detailed counselling case histories, following each client through a complete block of counselling and demonstrating both what happens within a personal counselling session as well as what happens across a sequence of sessions. In this way the book conveys a sense of the dynamics and process of change. The cases represent a number of different counselling approaches: psychodynamic counselling and psychotherapy, personal construct therapy, client-centred counselling, hypnosis and others, across a range of disorders and client groups. Contributors evaluate the efficacy of their therapy with these clients and attention is paid to methods of recording and describing such interventions. An introductory chapter considers key issues in the provision of counselling for people with communication disorders and the role of supervision is discussed later in the book.

This work describes the special educational provision to which children with special needs are entitled. It explains the duties of schools and education authorities and describes the mechanisms for ensuring that provision is actually made. Practical advice on complaints is offered.

TABLE OF CONTENTS:

Part I Provision for Special Educational Needs: special needs and provision; identifying special needs; provision by the school; funding provision within schools; local authority assessments; local authority statements. Part II Complaint and appeals: complaints to the school; complaint to the Secretary of State; complaint to the Ombudsman; appeal to the SEN Tribunal; application to the Court.

This pack has been produced by a team of teachers and psychologists working in Leicestershire. It is intended for all staff working in settings where young people with special needs, [learning difficulties], present challenging and difficult to manage behaviours.

Each unit is published as a separate book with leader notes and key copies for overhead transparencies, handouts and activities. The programme can be delivered in 2 - 3 full day's training or a series of shorter workshop sessions, either in-house or by an outside facilitator. Parts of the course can be selected as appropriate.

UNIT 1 - Staff reactions & attitudes: the school ethos

UNIT 2 - Understanding & assessing challenging behaviour

UNIT 3 - Prevention is better than cure

UNIT 4 - Responding to challenging behaviour

UNIT 5 - Crisis management

The training, suitable for teachers and non-teaching staff, provides a varied programme which:

* Facilitates awareness raising

* Encourages attitude change

* Provides information

* Teaches new skills

* Introduces "gentle teaching".

A key provision within the Code of Practice is the requirement and encouragement for all relevant professionals to effect co-operate working relations with parents. The aim of this text is to: identify existing good practice and present areas of developing practice; appraise the early impact of the Code in respect of partnership; and provide a forum for the examination and discussion of theory and practice issues in parent-professional relationships.

TABLE OF CONTENTS:

Delivering services for children with special needs - the place of parents; a review of the influence and effects of portage; a parental perspective on partnership; the rise and impact of the parental lobby - including voluntary groups and the education of children with learning difficulties; implementing partnership with parents in schools; parents as partners - some early impressions of the impact of the code of practice; a review of parent partnership schemes; promoting the effective practice of partnership; supporting parents at the special education needs tribunal.