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This book brings together key themes in Childhood Studies to provide an accessible yet scholarly introduction for students and practitioners.

Introducing Qualitative Research in Psychology is a vital resource for students new to qualitative psychology. It explains when each qualitative research method should be used, the procedures and techniques involved, and any limitations associated with such research. Throughout the new edition, material has been re-organized and updated to reflect developments in the field, while Carla Willig's style of writing, popular with students and lecturers alike, remains unchanged.Key features of the new edition include: .Two new chapters, one on metasynthesis and one on pluralism in qualitative research .A broadening the Visual Methodologies chapter to include other non-linguistic methods of data collection that engage with the physical environment, such as the walking interview and object elicitation.Information and analysis on innovative dissemination methods such as performances and exhibitions.Expanded coverage of the core question, "What makes qualitative research 'research'?", including clear explanations of the key tenets of the scientific method .'But it's not as simple as all that' boxes at the end of each chapter, where more complex issues, theoretical critiques and conceptual challenges are raised.This title is supported by an Online Learning Centre, which includes an array of extra resources for both students and instructors."This book is a vital resource and a valuable reference, both for those new to research and for those looking to further develop their skills and knowledge of qualitative research in psychology."Nollaig Frost, Adjunct Professor, School of Applied Psychology, University College Cork, Ireland"This exceptionally well-written text deserves a place in every psychology researcher's toolkit, regardless of their career stage."Benjamin Gardner, Reader in Social Psychology, King's College London, UK"Readers of this text will find it to be accessible and comprehensive. It will enable many people to become confident in conducting their own qualitative research." Alex Bridger, Senior Lecturer in Critical Social Psychology, University of Huddersfield, UKCarla Willig is Professor of Psychology at City, University of London, UK. She is the author of numerous bestselling books for Psychology students and is widely admired for her friendly, practical approach to writing and to teaching.

The SPSS Survival Manual throws a lifeline to students and researchers grappling with this powerful data analysis software

The second edition of Positive Psychology features ground-breaking evidence and thinking on the topics of happiness, flow, optimism, motivation and more. Discover how to increase happiness levels, what obstacles to flourishing affect our day-to-day lives and how to apply positive psychology to diverse professional disciplines. The authors map the key positive psychology interventions available and discuss their merits with an emphasis on practice and evaluation. Ilona Boniwell and Aneta Tunariu skilfully combine a breadth of information about positive psychology with reflective questions, critical commentary and up-to-date research. Written in a witty, engaging and contemporary manner, this new edition includes: . Chapter summaries to help you check your understanding and speed up your revision. Experiments boxes to highlight research methodologies and contextualize the latest psychological findings. Personal development exercises to enhance your skills in wellbeing . Review questions to test your knowledge. Suggested resources to make your study time more efficient. Time out boxes to highlight key concepts and thinkers . Think about it boxes to develop your critical thinking skills. Measurement tools to introduce you to current thinking and debates . Mock essay questions to help you practise for your exam. Further reflection topics to delve deeper. Links to media materials within as well as beyond the typical academic literature. End of chapter quizzes to help you check your understandingPositive Psychology is essential reading for students taking modules in positive psychology and wellbeing; will be of interest to students of applied, coaching and sports psychology; and can help develop practising psychologists, coaches, counsellors and researchers interested in this burgeoning field of mental wellbeing and human happiness."A highly recommended resource for teaching and studying positive psychology. Up-to-date, incorporating both the history and the latest developments in this field. Very clearly laid out, with key topics and concepts explained well along with practical learning activities for the use in classroom and/or for students' individual learning."Vanessa King, MAPP (UPenn), Board Member Action for Happiness

This practical text offers the ideal introduction to the economic techniques used in public health.

A new edition of a classic text in the philosophy of science illuminating the major developments in the field.

"Using their extensive experience of university teaching as well as pedagogic theory, the authors have created an essential compendium to support students throughout their learning journey; from day one of their degree up to their first steps into a career in nutrition and dietetics."Professor Kevin Whelan, Professor of Dietetics, Head of Department of Nutritional Sciences, King's College London, UK"It is an outstanding handbook and written to the highest of standards. I recommend it most highly."Professor Susan Lanham-New, Head of the Nutritional Sciences Department & Professor of Human Nutrition, University of Surrey, UK "This textbook not only contains everything that students need to become successful nutritionists and dietitians, but it can also serve as a tool for Nutrition and Dietetics curriculum design."Dr Katerina Vafeiadou RNutr, Senior Lecturer in Nutrition & Dietetics, University of Hertfordshire, UKWritten by experienced Nutrition and Dietetics university lecturers with a passion for enhancing the learning experience, The Study Skills Handbook for Nutritionists and Dietitians is essential reading for all students who want to improve their academic skills and take control of their learning. Designed as a companion for students who are studying at university to be Registered Nutritionists and/or Dietitians; this book will provide you with the knowledge and skills required to identify and develop the expertise essential for academic and professional success.Key features of this book:. Practical examples allow students to see how skills relate to both study and practice. Encourages reflective ways of thinking and ethical practice. Provides all the study skills needed for university and beyond. Specifically tailored for students with career aspirations in this fieldRecognising that the transition to higher education is different for everyone; the supportive writing style will encourage you to be an active learner who can reflect on their academic and professional development.Dr Sue Reeves, Registered Nutritionist is the Head of Undergraduate Provision and Student Experience in the School of Life and Health Sciences at the University of Roehampton, UK.Dr Yvonne Jeanes, Registered Dietitian is a Principal Lecturer in Clinical Nutrition and Head of Postgraduate taught provision within the School of Life and Health Sciences at the University of Roehampton, UK.

The original Dementia Reconsidered: The Person Comes First by Tom Kitwood was published by Open University Press in 1997. It was a seminal text in the field of dementia studies and is still cited and referenced as core reading on person-centred dementia care. Tom died unexpectedly, just 12 months after the book was published. This book continues to inspire many people to challenge simplistic paradigms about dementia. Since the original book was written, however, there have been many changes in our understanding of dementia.The editor of this new edition, Dawn Brooker was mentored by Tom Kitwood. She has drawn together a remarkable group of writers to provide a commentary on Kitwood's work. This new edition reproduces the original chapters but provides extra content from subject experts to update the book to a contemporary level.Dementia Reconsidered Re-visited is an ideal main text or supplementary text for all those studying or working in nursing, medicine, psychiatry, psychology, occupational therapy, social work, adult education, gerontology and health and social care more generally."This important book does three things. It brings to a new generation the insight and vision of Tom Kitwood. It highlights the remarkable progress we have made in recent years. But most important of all it reminds us what still needs to be done if we are to fully respect the rights of people with dementia and their family care-givers. Kitwood inspired Alzheimer's Society to knit together research, care, and societal change. We are now re-inspired to make sure all progress is evidenced and evaluated for its impact. We must realise the enormous opportunities the digital age offers people affected by dementia but in doing so constantly listen to and learn from their many and varied voices across nations and cultures."Jeremy Hughes CBE, Chief Executive, Alzheimer's Society, UK

Are you confused by the feedback you get from your academic teachers and mentors?This clear and accessible guide to decoding academic feedback will help you interpret what your lecturer or research supervisor is really trying to tell you about your writing—and show you how to fix it. It will help you master a range of techniques and strategies to take your writing to the next level and along the way you’ll learn why academic text looks the way it does, and how to produce that ‘authoritative scholarly voice’ that everyone talks about. This book is an easy-to-use resource for postgraduate students and researchers in all disciplines, and even professional academics, to diagnose their writing issues and find ways to fix them. This book would also be a valuable text for academic writing courses and writing groups, such as those offered in doctoral and Master''s by research degree programmes.''Whether they have writing problems or not, every academic writer will want this handy compendium of effective strategies and sound explanations on their book shelf—it’s a must-have.''Pat Thomson, Professor of Education, University of Nottingham, UK

Understanding Your Eating can help you if the way you use food bothers you, helping you understand how emotions affect our eating and how we change.

Develops an approach to professional learning that has motivated teachers and resulted in improvements in student learning, for students who traditionally underachieve in school. This book identifies the shifts that need to happen for the power of professional learning to be realized in promoting student engagement, learning and well-being.

This book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children's learning. It examines 26 techniques ranging from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding.The strategies selected are derived from the best current research knowledge about how young children learn. A detailed evaluation of each strategy enables childcare staff, early childhood teachers and students to expand their repertoire of teaching strategies and to critically evaluate their own teaching in early childhood settings.Vignettes and examples show how early childhood staff use the techniques to support children's learning and help to bring the discussion of each technique to life. Revised and updated in light of the latest research, new features include:* Coverage of the phonics debate* Addition of ICT content* Questions for further discussion* Revision to the chapter on problem solving* Updated referencing throughoutTeaching Young Children is key reading for students and experienced early childhood staff working in diverse settings with young children.

This book focuses on the issues facing practising clinicians wishing to engage in research. It outlines approaches involving both clients and other professionals in the research and argues for approaches that combine an exploration of the experience as well as the effectiveness of therapies.

Challenges the notion that anti-oppressive practice has lost its potency or become commodified into a professional response to inequalities. This book explores key questions such as : How is anti-oppressive practice relevant in contemporary practice? and How can the law be used as an empowering tool?

Studying Popular Music contends that popular music can be properly understood only through interdisciplinary study methods. He demonstrates this through a critical analysis of issues from the political economy of popular music, its history and ethnography, to its aesthetics and ideology.

A collection of over sixty extracts from classic works on the philosophy of social science. It highlights the work of some of the influential authors who have shaped social science.

An Introduction to Counselling and Psychotherapy builds on the existing strengths of John McLeod's research and professional experience. This title provides a comprehensive introduction to the research and practice of counselling and psychotherapy and enables students to develop their confidence in deploying a range of therapeutic models.With renewed focus on issues of social justice and in-depth consideration of how best to respond to contemporary developments within and beyond the therapy session McLeod's most recent edition provides students with the skills required to navigate their early careers in a post-Covid19 context.Complete with case studies and topics for discussion this core textbook acts as a one-stop-shop for students on a wide variety of counselling training programmes.John McLeod is a household name in the world of C&P education. John has held Professorial position at the Universities of Keele, Abertay, Olso, Padua, and Massey and at the Institute for Integrative Counselling and Psychotherapy, Dublin. He has published 14 books and more than 100 articles and chapters, and has an international reputation as a leading figure in counselling and psychotherapy practice and research.

The proposed book will be a positive, solution-based text based on research evidence and best practice about the distinctive issues arising for people living with young onset dementia (YOD) and their families, and the types of support that are helpful. Targeted at social and healthcare students and practitioners, those in the voluntary and community sectors, professionals in training, researchers and those living with YOD and their family members. Eighty percent of the estimated 42,000 people living with YOD in the UK are served by all age dementia rather than specialist YOD services, and staff in these services have little experience and knowledge of, or training in, caring for those with YOD. Often they lack the specialist knowledge to know how to help. Through this book we aim to arm all staff and carers with useful information that will give them confidence to be able to understand and support those affected. As the range of support needs that can arise in YOD is broad, it is hard for staff to keep up with evidence outside their specific discipline, so this work will provide a valuable collection for those wanting to update their knowledge. Students and staff in training for health or social care roles often have generic training with little time in the curriculum for dementia, let alone young onset dementia, and the book will fill this gap. Further, the text is designed to inspire dementia researchers to turn to this under-researched but impactful area. Finally, people with a diagnosis and their family members are often discharged and left to fend for themselves following diagnosis with little to no recourse, support, or literature. This book will be written in an accessible way to provide a valuable source of information for those directly affected by young onset dementia, as well as their family and friends who are often their carers.

This new edition of this well received text presents a refreshed step-by-step guide to doing a literature review for the Nursing, Midwifery, Health, and Allied Health professions. This valuable guide takes you through every step of the process of writing a systematic literature review, whether as part of an academic assignment or for publication, from start to finish. From writing your review question to writing up your review, this practical book is the perfect companion if you are doing your first literature review for study or clinical practice improvement. The text follows a logical ordering, taking readers through all the key steps in a literature review. The book features an expanded range of sample review case studies from across health and allied health disciplines to help identify good practice as well as the pitfalls to avoid, and the practical explanations will be invaluable at every stage. Written in an easy-to-follow format, the text provides a comprehensive and accessible resource of practical tips, summary's, and templates to work through as part of the review process. A must buy for undergraduate or postgraduate nursing, midwifery, Health, and Allied Health students and professionals.

The book covers what it is to be a researcher, in that being a researcher is different to carrying out research. The book's aim is to inform and support researchers at all stages of their research practice to understand what of themselves is important to research and how recognition of personal characteristics, skills, motivations, and experiences can enhance both the quality of the research and its enjoyment. It does this by showing the techniques of research practice and discussing that these form only part of what is necessary for research to be good research, and that these aspects can be better understood and cultivated to aid becoming, and maintain being, a good researcher.The work highlights the value and importance of the person/people carrying out the research, showing that whilst there are tasks and systematic approaches that must be used, research quality is elevated and enhanced by understanding that it is not only what a researcher does, but who a researcher is that is just as important. The book will be multidisciplinary in its approach by demonstrating that this is the case whatever approach to research is employed. As such, the text will be useful to objective researchers seeking a neutral observational stance, subjective researchers regarding themself as central to, and often, an instrument of, the research, and to researchers who strive to be both subjective and objective, as in mixed methods research. By exploring characteristics, values and practices of researchers across different research approaches and in different settings, the book will consider researchers who are successful in their research and who enjoy doing it, researchers doing research as a requirement of their institution, and researchers who learn to love research against their expectations. Its emphasis throughout is on the person rather than the methods of research, with the aim of equipping readers to nurture and encourage the researcher within them. Each chapter takes as its focus an aspect of being a researcher and considers it first in general and then in more detail across different approaches. Each chapter will include reflections and insights from researchers in different fields gathered from interviews with them and salient points will be highlighted in and summarised with a Key Points section at the end of each chapter.

"From start to finish, this book gives a clear overview of the skills required to be successful at thinking critically both in academic work and within clinical practice."Ruth Trout, Senior Lecturer in Acute Care, Programme and BSc Dissertation Lead, MSc Dissertation Supervisor, Buckinghamshire New University, UK "This third edition of this book continues where the first and second editions excelled - in providing the foundations of critical thinking for students of health and social care." Dr David M Rea, School of Health and Social Care, Swansea University, UKEver been told to be 'more critical' in your essay writing? Ever wondered what critical thinking actually is and how you can apply it in your academic work and practice?Returning in its third edition, this bestselling guide takes you through every stage of becoming a critical thinker, from approaching your subject to writing your essays or dissertation in health and social care. Each chapter tackles a different aspect of critical thinking and shows you how it's done using examples and simple language.Beginning with an overview of the importance of critical thinking, the book goes on to cover:How to think more critically about readily available informationHow to find the 'best available' evidence and be more critical of itHow to demonstrate critical thinking in written work and presentationsHow to adopt critical thinking in practiceHow critical thinking can play a key part in the development of health and social care servicesRefreshed with up-to-date theory and contemporary ideas throughout, this fully revised third edition includes:Further examples to illustrate important pointsAdditional activities to help deepen learningNew sections on writing with a critical voice from notetaking to a final draftAdvice about thinking and writing critically when using online resources and social mediaFurther developments to the key tool 'Six questions for critical thinking' which will assist you in developing your skills for academic work and practice - updated for this edition in response to student evaluationThis book is an essential purchase for students and qualified healthcare staff alike.Dr Helen Aveyard is a Principal Lecturer in the Oxford School of Nursing and Midwifery at Oxford Brookes University, UK.Dr Marion Waite is a Principal Lecturer in Nursing and Education in the Oxford School of Nursing and Midwiferyat Oxford Brookes University, UK.

Therapy with traumatised clients can be fraught with problems and therapists working with these clients seek greater understanding of the specific problems they encounter. Trauma Therapy and Clinical Practice weaves together neuroscience research and the experience of trauma, taking a fresh look at how original Gestalt theory informs our current understanding of trauma therapy.The book:. Places trauma and trauma therapy in a relational field model Includes material on change processes, triggers, dissociation, shame, enactment and resources. Describes clearly the neurobiology of trauma and the role of the body in maintaining trauma reactions and in the recovery process. Offers experiments for deepening the therapist's embodied presence. Provides numerous clinical examples and an extended case studiesMiriam Taylor offers readers a theoretical basis for interventions and shows how simple Gestalt concepts can be applied in trauma therapy. By creating the conditions in which awareness, choice and vitality can grow, contemporary relational Gestalt is shown to be exceptionally well suited for trauma clients.The book is presented in three parts covering theory, the phenomenology of trauma and the therapeutic relationship. Including a glossary for readers unfamiliar with Gestalt therapy, case studies and reflection points, this book is a thoughtful and coherent guide for trainees and practitioners in counselling and therapy.>>

This book is about the knowledge, skills and professional issues for digital practice by psychological practitioners. It is aimed as a core text for students and qualified psychological therapists wanting to engage in ethical digital practice to support wellbeing at many levels of delivery, from online therapy to immersive gaming interventions.It covers all areas of current practice as well as directions for a digital future for applied psychology. The unique combination of clinical, research and industry digital expertise that editors Pote, Moulton-Perkins and Campbell brings positions this text as the first in its field to provide both a firm grounding in the evidence base whilst equipping the novice and experienced online therapist with the practical tips needed to deliver safe and effective practice, whether that be in NHS private practice or wellbeing industry contexts, within national borders or across them.The digital competencies are aimed at pre-registration level training, but many practitioners will not have already received this as part of their historical training and will therefore find it relevant and useful, particularly given the move to digital practice as a result of COVID-19.The text is informed and structured around the Division of Clinical Psychology Digital Mental Health Skills Competency framework's (British Psychological Society, 2020) and as such provides a rigorous and coherent coverage of all the skills required for psychological digital practice, from the basics to beyond.

By starting from the historical and contextual background to trauma treatment this book will provide a foundational exploration of contemporary trauma practices. Providing an accessible text for counselling students and practitioners. By considering a range of approaches to trauma treatment and by establishing trauma as inter-relational the book will centre the therapeutic relationship as the means to healing.This book will take a transcultural approach to avoid an overly euro-centric approach allowing readers to apply learnings to their own contexts and experiences. Utilising case studies and vignettes from the authors' practice the book will ensure that readers are able to translate theory into practice.Guiding readers through each stage of the therapeutic relationship using examples and vignettes the book will cover boundary setting; treatment planning; understanding the client in dynamic terms; reflective practice and post-traumatic growth.Breaking down complex ideas into accessible approaches and using practical examples this book will enable students of psychotherapy as well as practitioners, to enhance their understanding of the theoretical basis of trauma treatment in a way that facilitates ongoing professional development.

Whilst women were barred access to scientific training in psychology's formative generations, men are now the statistical minority among psychology undergraduate degrees in the 21st century. Why and how has gender come to determine who writes about whose psychology and with what effect? When did the psychology classroom become a female space? Why are men still over-represented among professors in psychology departments? Why does Freud always mean Sigmund rather than Anna? Why is the concept of formal operations attributed to Jean Piaget rather than Barb Inhelder? Do you have to be hysterical if you are a woman who wants more than a footnote in the field's history? And where did the idea of gender come from anyway?>This Feminist Companion to Historical and Conceptual Issues in Psychology gives students both the space to explore such questions about their chosen field of study and the means to find the tools to find those answers in this space. It will navigate the history of psychology through key moments where conceptual frameworks took shape or were shaken, whilst the meaning of gender was at stake. By so doing, it aims to give opportunities to develop the skills to debug the discipline's male-centred hardware and rewrite its code.>Students reading this book will dialogue with the field's foremothers about how their desires to shape psychology got actualized, diverted or forgotten. They will use this dialogue to conceptualize their own present moment as contingent, and as a key moment that can be seized with feminist hands to meet the challenge of creating psychology's sustainable, inclusive and ethical future.>

The fifth edition of Starting from the Child? reintroduces a question mark in its title. It explores whether, in light of increasing pressures from inspection, assessment and government reforms, it is still possible to plan a curriculum and pedagogy 'starting from the child'. Julie Fisher's overwhelming message is positive. Whilst acknowledging the challenges, she demonstrates in highly practical, principled and realistic ways how and why the young child must always be at the centre of good early years practice.