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The Autism Resource Manual: Practical Strategies for Teachers and other Education Professionals
by Debbie RiallThis highly practical resource book is full of realistic and achievable strategies to help teachers to support neurodiverse students in a range of situations that, whilst often seemingly insignificant, can quickly become substantial and disruptive challenges in the mainstream classroom. Written with the busy teacher in mind, chapters are easy to dip in and out of, with jargon-free language and simple explanations which are easy to understand and put into practice. Clear chapters explore a variety of situations and topics to help children engage in their learning and make the classroom a safe and inviting place to be for autistic students. Key features include: Practical and achievable strategies to support autistic students in the mainstream classroom Real-life scenarios to help you find concrete solutions to issues as they arise Memorable mantras and quick quotes to help embed strategies in everyday practice for both students and teachers Photocopiable and downloadable resource sheets Written by an advisory teacher for autism with a wealth of experience, this book will be an invaluable tool for both primary and secondary teachers in mainstream settings, as well as other education professionals.
Thinking Critically and Ethically about Research for Education: Engaging with Voice and Empowerment in International Contexts
by Alison Fox Hugh Busher Carmel CapewellThinking Critically and Ethically about Research for Education draws on the experiences of a range of researchers in the discipline to explore the lived realities, including ethical and methodological complexities, involved in undertaking educational research. Using global case studies, this book examines the meaning of ethical research practice and raises questions about representation, power and empowerment in the field. It provides critical reflections from researchers, reviewing the methodologies they used in their studies and the ethical implications of these in theory and practice. The book highlights the various difficulties and realities present in education research and provides researchers with the tools necessary for refining their skills and understanding ethical research methodologies. The chapters reflect authors’ responses to the following questions: What values prompted you to do this work and how did you share these with participants? What were the ethical considerations raised beforehand and how were these tackled in terms of meeting obligations (including to ERBs), maximising benefits and dealing with issues arising during the study and through to publication? What does ‘empowerment’ and/or ‘voice’ mean to you as a researcher and how did you express this to your participants? In what ways were the participants given opportunities to be empowered in or through your study? With critical discussions on ethics and research practices in education research, this book is ideal for student, novice and experienced researchers looking to undertake ethical education research.
Thinking Critically and Ethically about Research for Education: Engaging with Voice and Empowerment in International Contexts
by Alison FoxThinking Critically and Ethically about Research for Education draws on the experiences of a range of researchers in the discipline to explore the lived realities, including ethical and methodological complexities, involved in undertaking educational research. Using global case studies, this book examines the meaning of ethical research practice and raises questions about representation, power and empowerment in the field. It provides critical reflections from researchers, reviewing the methodologies they used in their studies and the ethical implications of these in theory and practice. The book highlights the various difficulties and realities present in education research and provides researchers with the tools necessary for refining their skills and understanding ethical research methodologies. The chapters reflect authors’ responses to the following questions: What values prompted you to do this work and how did you share these with participants? What were the ethical considerations raised beforehand and how were these tackled in terms of meeting obligations (including to ERBs), maximising benefits and dealing with issues arising during the study and through to publication? What does ‘empowerment’ and/or ‘voice’ mean to you as a researcher and how did you express this to your participants? In what ways were the participants given opportunities to be empowered in or through your study? With critical discussions on ethics and research practices in education research, this book is ideal for student, novice and experienced researchers looking to undertake ethical education research.
Rethinking Education in Light of Global Challenges: Scandinavian Perspectives on Culture, Society, and the Anthropocene (Routledge Research in Education, Society and the Anthropocene)
by Karen Bjerg Petersen Oleg Koefoed Kerstin Von Brömssen Gro Hellesdatter Jacobsen Jesper Garsdal Michael PaulsenRethinking Education in Light of Global Challenges discusses challenges to education in Scandinavian welfare states due to global trends like migration, neoliberal strategies, and the exploitation of nature. This anthology comprises case studies, theoretical articles, and reflective studies, grouped under the headings of Culture, Society, and the Anthropocene. This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education. This authoritative volume will be of great interest to researchers, academics, and students in the fields of sociology of education, migration and education, environmental education, and educational politics.
Rethinking Education in Light of Global Challenges: Scandinavian Perspectives on Culture, Society, and the Anthropocene (Routledge Research in Education, Society and the Anthropocene)
by Karen Bjerg PetersenRethinking Education in Light of Global Challenges discusses challenges to education in Scandinavian welfare states due to global trends like migration, neoliberal strategies, and the exploitation of nature. This anthology comprises case studies, theoretical articles, and reflective studies, grouped under the headings of Culture, Society, and the Anthropocene. This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education. This authoritative volume will be of great interest to researchers, academics, and students in the fields of sociology of education, migration and education, environmental education, and educational politics.
A Critical Ethnography of an Outdoor School: Reimagining the Relationship between Science Education and Climate Change Politics (Critical Ethnographic Research in Education)
by Tristan GleasonBy using critical ethnographic research to explore the practices and policies that sustain a residential outdoor school in the US, this volume problematizes the relationship between science education and climate change politics in the United States. Weaving together empirical data from field work with theoretical resources spanning the sciences and humanities, this volume demonstrates how community activism, political alliances, and policy change have guaranteed the survival of an outdoor school in Oregon. This example enables artful re-examination of the relationship between science education, politics, and policy more broadly, as well as the relation of science education to climate change politics in particular. Gleason ultimately reconstructs science education towards epistemic and ontological pluralism, and illustrates how critical ethnographic research can instigate a reimagining of the relationship between curriculum and how we relate to the world. This text will benefit researchers, academics, and educators in higher education with an interest in the philosophical underpinnings and implications of science education, environmental education, and educational policy more broadly. Those specifically interested in critical ethnographic research will also benefit from this book.
A Critical Ethnography of an Outdoor School: Reimagining the Relationship between Science Education and Climate Change Politics (Critical Ethnographic Research in Education)
by Tristan GleasonBy using critical ethnographic research to explore the practices and policies that sustain a residential outdoor school in the US, this volume problematizes the relationship between science education and climate change politics in the United States. Weaving together empirical data from field work with theoretical resources spanning the sciences and humanities, this volume demonstrates how community activism, political alliances, and policy change have guaranteed the survival of an outdoor school in Oregon. This example enables artful re-examination of the relationship between science education, politics, and policy more broadly, as well as the relation of science education to climate change politics in particular. Gleason ultimately reconstructs science education towards epistemic and ontological pluralism, and illustrates how critical ethnographic research can instigate a reimagining of the relationship between curriculum and how we relate to the world. This text will benefit researchers, academics, and educators in higher education with an interest in the philosophical underpinnings and implications of science education, environmental education, and educational policy more broadly. Those specifically interested in critical ethnographic research will also benefit from this book.
Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value (Routledge Studies in Education, Neoliberalism, and Marxism)
by John PrestonUsing Marxist critique, this book explores manifestations of Artificial Intelligence (AI) in Higher Education and demonstrates how it contributes to the functioning and existence of the capitalist university. Challenging the idea that AI is a break from previous capitalist technologies, the book offers nuanced examination of the impacts of AI on the control and regulation of academic work and labour, on digital learning and remote teaching, and on the value of learning and knowledge. Applying a Marxist perspective, Preston argues that commodity fetishism, surveillance, and increasing productivity ushered in by the growth of AI, further alienates and exploits academic labour and commodifies learning and research. The text puts forward a solid theoretical framework and methodology for thinking about AI to inform critical and revolutionary pedagogies. Offering an impactful and timely analysis, this book provides a critical engagement and application of key Marxist concepts in the study of AI’s role in Higher Education. It will be of interest to those working or researching in Higher Education.
Artificial Intelligence in the Capitalist University: Academic Labour, Commodification, and Value (Routledge Studies in Education, Neoliberalism, and Marxism)
by John PrestonUsing Marxist critique, this book explores manifestations of Artificial Intelligence (AI) in Higher Education and demonstrates how it contributes to the functioning and existence of the capitalist university. Challenging the idea that AI is a break from previous capitalist technologies, the book offers nuanced examination of the impacts of AI on the control and regulation of academic work and labour, on digital learning and remote teaching, and on the value of learning and knowledge. Applying a Marxist perspective, Preston argues that commodity fetishism, surveillance, and increasing productivity ushered in by the growth of AI, further alienates and exploits academic labour and commodifies learning and research. The text puts forward a solid theoretical framework and methodology for thinking about AI to inform critical and revolutionary pedagogies. Offering an impactful and timely analysis, this book provides a critical engagement and application of key Marxist concepts in the study of AI’s role in Higher Education. It will be of interest to those working or researching in Higher Education.
Between Sacred and Secular Knowledge: Rationalities and Education of a Muslim Village in Northwest China (China Perspectives)
by Yanbi HongThis book examines how different social forces, including state ideology and policies, religious culture and ethnic identities, and economic market forces, affect Muslim parents’ perceptions and attitudes toward public and religious education. Combining ethnographic fieldwork and a cognitive rationality framework, this book investigates ethnic minorities’ educational attainment and its shaping mechanisms. Instead of attributing the undereducation of ethnic minorities solely to structural factors such as economic constraints, cultural conflicts and state policies, this study focuses on the critical role of perceptions and expectations through which many structural factors function. The fieldwork in a predominantly Muslim village in northwest China reveals that public education and religious education are complementary in the daily pursuit of well-being. And the study further argues that the practical oriented logic of rural Muslims sheds light on the research of inequality in educational attainment. The book will be of interest to scholars and postgraduate students studying ethnic minority education in China. Those who are researching on Islam and Muslims’ identity, especially in a multiethnic society, may also find this research insightful and helpful.
Between Sacred and Secular Knowledge: Rationalities and Education of a Muslim Village in Northwest China (China Perspectives)
by Yanbi HongThis book examines how different social forces, including state ideology and policies, religious culture and ethnic identities, and economic market forces, affect Muslim parents’ perceptions and attitudes toward public and religious education. Combining ethnographic fieldwork and a cognitive rationality framework, this book investigates ethnic minorities’ educational attainment and its shaping mechanisms. Instead of attributing the undereducation of ethnic minorities solely to structural factors such as economic constraints, cultural conflicts and state policies, this study focuses on the critical role of perceptions and expectations through which many structural factors function. The fieldwork in a predominantly Muslim village in northwest China reveals that public education and religious education are complementary in the daily pursuit of well-being. And the study further argues that the practical oriented logic of rural Muslims sheds light on the research of inequality in educational attainment. The book will be of interest to scholars and postgraduate students studying ethnic minority education in China. Those who are researching on Islam and Muslims’ identity, especially in a multiethnic society, may also find this research insightful and helpful.
Rethinking Global Modernism: Architectural Historiography and the Postcolonial
by Vikramaditya Prakash Maristella Casciato Daniel E. CoslettThis anthology collects developing scholarship that outlines a new decentred history of global modernism in architecture using postcolonial and other related theoretical frameworks. By both revisiting the canons of modernism and seeking to decolonize and globalize those canons, the volume explores what a genuinely "global" history of architectural modernism might begin to look like. Its chapters explore the historiography and weaknesses of modernism's normative interpretations and propose alternatives to them. The collection offers essays that interrogate transnationalism in new ways, reconsiders the agency of the subaltern and the roles played by infrastructures, materials, and global institutions in propagating a diversity of modernisms internationally. Issues such as colonial modernism, architectural pedagogy, cultural imperialism, and spirituality are engaged. With essays from both established scholars and up-and-coming researchers, this is an important reference for a new understanding of this crucial and developing topic.
Rethinking Global Modernism: Architectural Historiography and the Postcolonial
by Vikramaditya Prakash Maristella Casciato Daniel E. CoslettThis anthology collects developing scholarship that outlines a new decentred history of global modernism in architecture using postcolonial and other related theoretical frameworks. By both revisiting the canons of modernism and seeking to decolonize and globalize those canons, the volume explores what a genuinely "global" history of architectural modernism might begin to look like. Its chapters explore the historiography and weaknesses of modernism's normative interpretations and propose alternatives to them. The collection offers essays that interrogate transnationalism in new ways, reconsiders the agency of the subaltern and the roles played by infrastructures, materials, and global institutions in propagating a diversity of modernisms internationally. Issues such as colonial modernism, architectural pedagogy, cultural imperialism, and spirituality are engaged. With essays from both established scholars and up-and-coming researchers, this is an important reference for a new understanding of this crucial and developing topic.
Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth: Using Design Based Research to Develop a Knowledge Building Literacy Course (Routledge Research in Literacy Education)
by Margaret Sheehy Donna M. ScanlonThis volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development. Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research. The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.
Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth: Using Design Based Research to Develop a Knowledge Building Literacy Course (Routledge Research in Literacy Education)
by Margaret Sheehy Donna M. ScanlonThis volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development. Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research. The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.
Guided Math Lessons in Kindergarten: Getting Started
by Nicki NewtonGuided Math Lessons in Kindergarten provides detailed lessons to help you bring guided math groups to life. Based on the bestselling Guided Math in Action, this practical book offers 16 lessons, taught in a round of three—concrete, pictorial and abstract. The lessons are based on the priority standards and cover fluency, word problems, counting and cardinality, and place value. Author Dr. Nicki Newton shows you the content as well as the practices and processes that should be worked on in the lessons, so that students not only learn the content but also how to solve problems, reason, communicate their thinking, model, use tools, use precise language, and see structure and patterns. Throughout the book, you’ll find tools, templates and blackline masters so that you can instantly adapt the lesson to your specific needs and use it right away. With the easy-to-follow plans in this book, students can more work effectively in small guided math groups—and have loads of fun along the way! Remember that guided math groups are about doing the math. So throughout these lessons you will see students working with manipulatives to make meaning, doing mathematical sketches to show what they understand and can make sense of the abstract numbers. When students are given the opportunities to make sense of the math in hands-on and visual ways, then the math begins to make sense to them!
Guided Math Lessons in Kindergarten: Getting Started
by Nicki NewtonGuided Math Lessons in Kindergarten provides detailed lessons to help you bring guided math groups to life. Based on the bestselling Guided Math in Action, this practical book offers 16 lessons, taught in a round of three—concrete, pictorial and abstract. The lessons are based on the priority standards and cover fluency, word problems, counting and cardinality, and place value. Author Dr. Nicki Newton shows you the content as well as the practices and processes that should be worked on in the lessons, so that students not only learn the content but also how to solve problems, reason, communicate their thinking, model, use tools, use precise language, and see structure and patterns. Throughout the book, you’ll find tools, templates and blackline masters so that you can instantly adapt the lesson to your specific needs and use it right away. With the easy-to-follow plans in this book, students can more work effectively in small guided math groups—and have loads of fun along the way! Remember that guided math groups are about doing the math. So throughout these lessons you will see students working with manipulatives to make meaning, doing mathematical sketches to show what they understand and can make sense of the abstract numbers. When students are given the opportunities to make sense of the math in hands-on and visual ways, then the math begins to make sense to them!
Word from the Mother: Language and African Americans (Routledge Linguistics Classics)
by Geneva SmithermanThis classic text by Geneva Smitherman, pioneering scholar of Black Talk, is a definitive statement on African American Language (AAL). Enriched by her inimitable writing style, the book outlines past debates on the speech of African Americans and provides a vision for the future. As global manifestations of AAL increase, she argues that we must broaden our conception of the language and its speakers, and further examine the implications of gender, age and class on AAL. Perhaps most of all we must appreciate the "artistic and linguistic genius" of AAL, from Hip Hop lyrics to the rhyme and rhetoric of the broader Black speech community. Smitherman explores AAL's contribution to American English, includes a summary of expressions as a suggested linguistic core of AAL, and features cartoons that educate readers on the broader relationship between language, race, and racism. This classic edition features a new foreword by H. Samy Alim, celebrating Smitherman's continuing impact on Black Language scholarship and her influence on the future of the field. Word from the Mother is an essential read for students of African American speech, language, culture and sociolinguistics, as well as the general reader interested in the worldwide "crossover" of Black popular culture.
Word from the Mother: Language and African Americans (Routledge Linguistics Classics)
by Geneva SmithermanThis classic text by Geneva Smitherman, pioneering scholar of Black Talk, is a definitive statement on African American Language (AAL). Enriched by her inimitable writing style, the book outlines past debates on the speech of African Americans and provides a vision for the future. As global manifestations of AAL increase, she argues that we must broaden our conception of the language and its speakers, and further examine the implications of gender, age and class on AAL. Perhaps most of all we must appreciate the "artistic and linguistic genius" of AAL, from Hip Hop lyrics to the rhyme and rhetoric of the broader Black speech community. Smitherman explores AAL's contribution to American English, includes a summary of expressions as a suggested linguistic core of AAL, and features cartoons that educate readers on the broader relationship between language, race, and racism. This classic edition features a new foreword by H. Samy Alim, celebrating Smitherman's continuing impact on Black Language scholarship and her influence on the future of the field. Word from the Mother is an essential read for students of African American speech, language, culture and sociolinguistics, as well as the general reader interested in the worldwide "crossover" of Black popular culture.
Inclusive Teamwork for Pupils with Speech, Language and Communication Needs (Routledge Research in Special Educational Needs)
by Rosalind MerrickThis book provides a rationale for teaching inclusive teamwork and for understanding communication as a collective endeavour. It shows how teamwork can be taught within schools and emphasises the role that classmates have in facilitating good communication, particularly in the face of difficulty. Grounded in evidence from hours of therapy and analysis of children’s accounts of communication and children’s interactions with their peers, the book explores the components of teamwork by looking carefully at the way schoolchildren really interact. It draws on research from the fields of education, psychology and speech and language therapy to propose the framework for a programme suitable for children aged 7 to 14 years, designed to include pupils with speech, language and communication needs. The programme includes activities, a set of criteria to use as an outcome measure and examples of the way that children and young people have responded in practice. In using the inclusive teamwork programme outlined in this book, teachers have the potential to support all children in developing rapport, effective communication and problem-solving skills. Providing a framework designed to meet the needs of all learners, this book will be highly relevant reading for students of education, speech and language therapy and educational psychology, as well as speech and language therapists and practitioners in the field of education.
Inclusive Teamwork for Pupils with Speech, Language and Communication Needs (Routledge Research in Special Educational Needs)
by Rosalind MerrickThis book provides a rationale for teaching inclusive teamwork and for understanding communication as a collective endeavour. It shows how teamwork can be taught within schools and emphasises the role that classmates have in facilitating good communication, particularly in the face of difficulty. Grounded in evidence from hours of therapy and analysis of children’s accounts of communication and children’s interactions with their peers, the book explores the components of teamwork by looking carefully at the way schoolchildren really interact. It draws on research from the fields of education, psychology and speech and language therapy to propose the framework for a programme suitable for children aged 7 to 14 years, designed to include pupils with speech, language and communication needs. The programme includes activities, a set of criteria to use as an outcome measure and examples of the way that children and young people have responded in practice. In using the inclusive teamwork programme outlined in this book, teachers have the potential to support all children in developing rapport, effective communication and problem-solving skills. Providing a framework designed to meet the needs of all learners, this book will be highly relevant reading for students of education, speech and language therapy and educational psychology, as well as speech and language therapists and practitioners in the field of education.
Engaging Currere Toward Decolonization: Negotiating Black Womanhood through Autobiographical Analysis (Studies in Curriculum Theory Series)
by Shauna KnoxThis timely volume uniquely illustrates how currere can be applied to the process of decolonizing subjectivity. Centered around the experiences of one black woman from the third world, the text details the theoretical underpinnings of Currere towards Decolonizing (CTD), and walks the reader through the autobiographical analysis involved in dismantling cognitive colonization. Conceived as a four-part autobiographical process of remembering, identifying, imagining, and decolonizing, the method of CTD is demonstrated as a means of recognizing and reflecting on how the colonial project has been internalized, and of gradually dismantling the psychological, affective, and material impact of colonization. Using both theoretical and experiential standpoints, and intersecting with notions of anti-blackness, linguicide, and Africana womanhood, the volume moves curriculum theory urgently towards anti-colonial mechanisms that disrupt the colonizing process. This text will benefit researchers, academics, and educators in higher education with an interest in curriculum studies, post-colonialism, and Black studies more broadly. Those specifically interested in interpersonal psychoanalysis, as well as gender and third world studies, will also benefit from this book.
Engaging Currere Toward Decolonization: Negotiating Black Womanhood through Autobiographical Analysis (Studies in Curriculum Theory Series)
by Shauna KnoxThis timely volume uniquely illustrates how currere can be applied to the process of decolonizing subjectivity. Centered around the experiences of one black woman from the third world, the text details the theoretical underpinnings of Currere towards Decolonizing (CTD), and walks the reader through the autobiographical analysis involved in dismantling cognitive colonization. Conceived as a four-part autobiographical process of remembering, identifying, imagining, and decolonizing, the method of CTD is demonstrated as a means of recognizing and reflecting on how the colonial project has been internalized, and of gradually dismantling the psychological, affective, and material impact of colonization. Using both theoretical and experiential standpoints, and intersecting with notions of anti-blackness, linguicide, and Africana womanhood, the volume moves curriculum theory urgently towards anti-colonial mechanisms that disrupt the colonizing process. This text will benefit researchers, academics, and educators in higher education with an interest in curriculum studies, post-colonialism, and Black studies more broadly. Those specifically interested in interpersonal psychoanalysis, as well as gender and third world studies, will also benefit from this book.
Understanding Dissociative Identity Disorder: A Picture Book and Guidebook Set (Understanding Dissociative Identity Disorder)
by Lindsay SchofieldThis beautifully illustrated picture book and guidebook set offers a broad introduction to childhood trauma and its legacies, with a focus on dissociation and DID. Written with clinical accuracy, warmth and accessibility to individuals of all ages and backgrounds, it provides a non-threatening understanding of dissociation and DID that will empower survivors and educate the friends, family and professionals who want or need to learn more about the condition. The set includes: Our House: Making Sense of Dissociative Identity Disorder, a simple and accessible picture book that uses the metaphor of a house to explain how and why DID can develop. Additional guidance accompanies the story, explaining the metaphor in depth, offering advice regarding dissociative disorders, and signposting further help for both individuals and professionals. Understanding Dissociative Identity Disorder: A Guidebook for Survivors and Practitioners, provides practical exercises and opportunities for reflective discussion that will expand and deepen the understanding, application and usefulness of the picture book. This resource is accompanied by downloadable resources. This is an invaluable resource for survivors of trauma and for those who support them, counsellors, psychologists, social care workers and other professionals, as well as family and friends.
Understanding Dissociative Identity Disorder: A Guidebook for Survivors and Practitioners (Understanding Dissociative Identity Disorder)
by Lindsay SchofieldThis accessible guidebook has been created to be used alongside the picture book, Our House: Making Sense of Dissociative Identity Disorder, as a broad introduction to childhood trauma and its legacies, with a focus on dissociation and DID. This clear and easy-to-read resource offers an insight into trauma, its continuing effects and the continuum of dissociation. Practical exercises and opportunities for reflective discussion are included throughout to encourage personal engagement either individually or through treatment. Written with clinical accuracy, warmth and compassion, it will expand the reader’s knowledge of DID and deepen the understanding, application and usefulness of the picture book. Key features include: Photocopiable and downloadable resources and activities designed to develop a richer and more personal understanding of the development of DID A page-by-page insight into images from the picture book Further reading suggestions and information about treatment and support for survivors, as well as for the family, friends and professionals who journey with them Bringing clarity to a complex issue, this is an invaluable resource for survivors of trauma and for those who support them, counsellors, psychologists, social care workers and other professionals, as well as family and friends.