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The Routledge Handbook of Social Work Practice Research is the first international handbook to focus on practice research for social work. Bringing together leading scholars in the field from Europe, the USA and the Asia Pacific region, it provides an up-to-the minute overview of the latest thinking in practice research whilst also providing practical advice on how to undertake practice research in the field. It is divided into five sections: State of the art Methodologies Pedagogies Applications Expanding the frontiers The range of topics discussed will enhance student development as well as increase the capacity of practitioners to conduct research; develop coordinating and leadership roles; and liaise with multiple stakeholders who will strengthen the context base for practice research. As such, this handbook will be essential reading for all social work students, practitioners and academics as well as those working in other health and social care settings.

The Routledge Handbook of Critical Pedagogies for Social Work traverses new territory by providing a cutting-edge overview of the work of classic and contemporary theorists, in a way that expands their application and utility in social work education and practice; thus, providing a bridge between critical theory, philosophy, and social work. Each chapter showcases the work of a specific critical educational, philosophical, and/or social theorist including: Henry Giroux, Michel Foucault, Cornelius Castoriadis, Herbert Marcuse, Paulo Freire, bell hooks, Joan Tronto, Iris Marion Young, Karl Marx, Antonio Gramsci, and many others, to elucidate the ways in which their key pedagogic concepts can be applied to specific aspects of social work education and practice. The text exhibits a range of research-based approaches to educating social work practitioners as agents of social change. It provides a robust, and much needed, alternative paradigm to the technique-driven 'conservative revolution' currently being fostered by neoliberalism in both social work education and practice. The volume will be instructive for social work educators who aim to teach for social change, by assisting students to develop counter-hegemonic practices of resistance and agency, and reflecting on the pedagogic role of social work practice more widely. The volume holds relevance for both postgraduate and undergraduate/qualifying social work and human services courses around the world.

For trauma survivors struggling with intense memories and emotions, it often feels like life won't ever be \"normal\" again. Effective treatments are out there, but the needs of family members are often overlooked. Will the person you love ever get better? What can you do to promote healing? Where can you turn when you just can't cope? From experienced trauma specialists Drs. Claudia Zayfert and Jason C. DeViva, this compassionate guide is packed with information, support, vivid stories, and specific advice. Learn to navigate the rough spots day by day and help your loved one find a brighter tomorrow. Mental health professionals, see also the related treatment manual, Cognitive-Behavioral Therapy for PTSD. Association for Behavioral and Cognitive Therapies (ABCT) Self-Help Book of Merit.

This innovative book focuses on helping high-risk adolescents and their families rapidly resolve long-standing difficulties. Matthew D. Selekman spells out a range of solution-focused strategies and other techniques, illustrating their implementation with vivid case examples. His approach augments individual and family sessions with collaborative meetings that enlist the strengths of the adolescent's social network and key helping professionals from larger systems.

Increasing numbers of children and adolescents are being diagnosed with nonverbal learning disabilities (NLD), yet clinicians and educators have few scientific resources to guide assessment and intervention. This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder. Effective strategies for helping K-12 students and their families address the challenges of NLD in and outside of the classroom are illustrated with vivid case material. The authors thoughtfully consider controversies surrounding NLD, discuss why the diagnosis is not included in the current DSM and ICD classification systems, and identify important directions for future research.

Today there are nearly six million children under the age of 5 living in poverty in the world's richest country. Behind from the Start examines what lies behind the stubbornly high rate of poverty among young children in the U.S. and its consequences. It explains the multiple ways in which early-life poverty robs millions of children of a promising future, and calls for dramatic changes in how we approach this problem.

Although attachment theory was originally rooted in psychoanalysis, the two areas have since developed quite independently. This incisive book explores ways in which attachment theory and psychoanalysis have each contributed to understanding key aspects of psychological functioning--including infantile and adult sexuality, aggression, psychopathology, and psychotherapeutic change--and what the two fields can learn from each other. Morris Eagle critically evaluates how psychoanalytic thinking can aid in expanding core attachment concepts, such as the internal working model, and how knowledge about attachment can inform clinical practice and enrich psychoanalytic theory building. Three chapters on attachment theory and research are written in collaboration with Everett Waters.

Despite efforts to create, revise, reform, and establish an effective child welfare system in the United States, the system continues to fail to ensure the safety and well-being of maltreated children. Out of Harm's Way presents four specific changes that would lead to a more effective system; and unlike many other studies of this system, the changes recommended here are affordable, scalable, and proven.

The 1989 UN Convention on the Rights of the Child has inspired advocates and policy makers across the globe, injecting children’s rights terminology into various public and private arenas. Children’s right to participate in decision-making processes affecting their lives is the acme of the Convention and its central contribution to the children’s rights discourse. At the same time the participation right presents enormous challenges in its implementation. Laws, regulations and mechanisms addressing children’s right to participate in decision-making processes affecting their lives have been established in many jurisdictions across the globe. Yet these worldwide developments have only rarely been accompanied with empirical investigations. The effectiveness of various policies in achieving meaningful participation for children of different ages, cultures and circumstances have remained largely unproven empirically. Therefore, with the growing awareness of the importance of evidence-based policies, it becomes clear that without empirical investigations on the implementation of children’s right to participation it is difficult to promote their effective inclusion in decision making. This book provides a much-needed, first broad portrayal of how child participation is implemented in practice today. Bringing together 19 chapters written by prominent authors from the United States, Canada, the United Kingdom, Ireland, New Zealand, Australia and Israel, the book includes descriptions of innovating programs that engage children and youth in decision-making processes, as well as insightful findings regarding what children, their families, and professionals think about these programs. Beyond their contribution to the empirical evidence on ways children engage in decision-making processes, the book’s chapters contribute to the theoretical development of the meaning of “participation”, “citizenship”, “inclusiveness”, and “relational rights” in regards to children and youth. There is no matching to the book’s scope both in terms of the diversity of jurisdictions that it covers as well as the breadth of subjects. The book’s chapters include experiences of child participation in special education, child protection, juvenile justice, restorative justice, family disputes, research, and policy making.