New Books in Mental Health January-March 2012 by Psychology Press / Routledge

New Books in Mental Health January - March 2012

A Guide to Psychiatric Services in Schools Understanding Roles, Treatment, and Collaboration Shawna S. Brent, Psychiatric Associates of Central Pennsylvania, USA In order to meet the special educational needs of students with psychiatric diagnoses, school mental health professionals and educators need a better understanding of these diagnoses and the medications used to treat them. Effective communication with physicians is also crucial to delivering comprehensive care; a dialogue between psychiatrists and school professionals not only helps both parties in their treatments, but also greatly benefits the student. The purpose of this text is to provide the practical information to school professionals that is necessary to meet the educational and treatment needs of students with different psychiatric diagnoses.

January January 2012: 304pp. 2012: 316pp. Hb: 978-0-415-87101-3: £53.00/$95.00 Hb: 978-0-415-87101-3: £53.00/$95.00 £47.70/$85.50 £47.70/$85.50 Pb: 978-0-415-87102-0: £19.95/$34.95 Pb: 978-0-415-87102-0: £19.95/$34.95 £17.96/$31.46 £17.96/$31.46

Series: Series: School-Based PracticePractice in Action School-Based in Action Published by Routledge Published by Routledge

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The text begins with the necessary background information on the process and content of psychiatric evaluations and formulations, as well as a discussion of the roles psychiatry has in the counseling and education of students. A brief introduction to pharmacology to help the reader understand the specifics of psychiatric medications used is also included. Next, a variety of psychiatric diagnoses and treatment options are discussed in detail; those covered include behavioral, mood, anxiety, eating, psychotic, and autism spectrum disorders. Where appropriate, other methods of treatment, such as Cognitive-Behavioral Therapy, are discussed. Finally, the author considers ways to effectively manage mental health crises in the school setting. An accompanying CD contains rating forms for school professionals to complete to assess symptoms of externalizing and internalizing behavior disorders: examples include the Conner Teacher Rating Scales, Child Depression Inventory, anxiety rating scales, the Young Mania Rating Scale, and the Gilliam Autism Rating Scale. Also on this CD is medication information handouts for each class of medication, designed specifically for school counselors and psychologists.

Contents: Introduction to Psychiatry in Schools. Psychiatric Evaluation and Formulation. Psychiatric Roles. Psychopharmacology. Disruptive Behavior Disorders. Mood Disorders. Anxiety Disorders. Psychotic Disorders. Eating Disorders. Pervasive Developmental Disorders. Treating Target Symptoms. Medicating Children. Mental Health Crises.

Invitation to Authors If you would like to submit or discuss your book proposal with our publisher please email: UK/EUR/ROW (and for Psychoanalysis and Jung Worldwide) Kate Hawes, Publisher at Kate.Hawes@tandf.co.uk USA/Canada George Zimmer, Publisher at George.Zimmer@taylorandfrancis.com

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A Critical Psychology of the Postcolonial The Mind of Apartheid Derek Hook “Hook’s path-breaking contribution marshalls a range of new resources for a revitalisation of the social psychology of racism and resistance in the postcolonial context. The ‘vernacular psychology’ of Steve Biko and Black Consciousness thought, the psychoanalytic writings of Frantz Fanon and the anti-apartheid writings of Chabani Manganyi and J.M. Coetzee bring new insights in Hook’s brilliant construction of an innovative critical approach.” - Catherine Campbell, London School of Economics, UK “A powerful articulation of a critical psychoanalytic postcolonial theory of racism. There is no easy way to untie the knots that bind the racialized subject into place, but this book offers a conceptual vocabulary with which to approach the task. Because of this, and also for the clarity and depth of its account of the major thinkers with which it deals, A Critical Psychology of the Postcolonial will be indispensible for students and academics working around issues of race, apartheid, social psychoanalysis, critical psychology and psychosocial studies.” - Stephen Frosh, Birkbeck College, University of London, UK

November 2011: 264pp. Hb: 978-0-415-58756-3: £39.95/$69.95 £35.96/$62.96 Pb: 978-0-415-58757-0: £19.95/$34.95 £17.95/$31.45

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An oft-neglected element of postcolonial thought is the explicitly psychological dimension of many of its foundational texts. This unprecedented volume explores the relation between these two disciplines by treating the work of a variety of anti-colonial authors as serious psychological contributions to the theorization of racism and oppression. This approach demonstrates the pertinence of postcolonial thought for critical social psychology and opens up novel perspectives on a variety of key topics in social psychology.

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These include: • the psychology of embodiment and racialization • resistance strategies to oppression • ‘extra-discursive’ facets of racism • the unconscious dimension of stereotypes • the intersection of psychological and symbolic modalities of power. In addition, the book makes a distinctive contribution to the field of postcolonial studies by virtue of its eclectic combination of authors drawn from anti-apartheid, psychoanalytic and critical social theory traditions, including Homi Bhabha, Steve Biko, J.M. Coetzee, Frantz Fanon, Julia Kristeva, Chabani Manganyi and Slavoj Żiżek. The South African focus serves to emphasize the ongoing historical importance of the anti-apartheid struggle for today’s globalized world. A Critical Psychology of the Postcolonial is an invaluable text for social psychology and sociology students enrolled in courses on racism or cultural studies. It will also appeal to postgraduates, academics and anyone interested in psychoanalysis in relation to societal and political issues. Contents: Introduction. Why a Critical Psychology of the Postcolonial? The Postcolonial, the Psychopolitical, Black Consciousness and Vernacular Psychology. Abjection as a Political Factor: Racism and the ‘Extra-Discursive’. Postcolonial Psychoanalysis: Fanon, Desire, Fantasy and Libidinal Economy. The Stereotype, Colonial Discourse, Fetishism, Racism. The ‘Real’ of Racializing Embodiment. Retrieving Biko: A Black Consciousness Critique of Post-Apartheid Whiteness.

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Academic and Behavior Supports for At-Risk Students Tier 2 Interventions

Melissa Stormont, Wendy M. Reinke, Keith C. Herman and Erica S. Lembke, all at the University of Missouri, USA “Many schools have a good handle on instruction and methods for Tiers 1 and 3, yet intervening in Tier 2 seems to remain a mystery! This guide provides specific, practical examples for Tier 2 academic and behavioral interventions that will be extremely helpful to implementers of RTI.” - Amber Del Gaiso, Special School District, St. Louis County, Missouri, USA “This book is like the missing link in resources for RTI and positive behavior support, which typically focus on either the bottom (Tier 1) or top (Tier 3) of the triangle. It is the most comprehensive and clearly written resource on Tier 2 that I have seen. It instantly will become an important reference for the field.” - Terrance M. Scott, University of Louisville, Kentucky, USA

March 2012: 222pp. Pb: 978-1-4625-0304-9: £23.95 £21.56

Series: Practical Intervention in the Schools Published by Guilford Press

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Contents: Laying the Foundation for Tier 2 Interventions. The Ecological Context of Tier 2 Supports. Tier 2 Interventions for Externalizing Behavior Problems. Tier 2 Interventions for Internalizing Behavior Problems. Tier 2 Interventions for Reading Difficulties. Tier 2 Interventions for Mathematics Difficulties. Laying the Foundation for Tier 3 Supports. Epilogue. Appendix. Reproducible Forms.

This user-friendly volume provides evidence-based tools for meeting the needs of the approximately 15% of K–12 students who would benefit from more support than is universally offered to all students but do not require intensive, individualized intervention. With a unique focus on Tier 2 interventions for both academic and behavioral difficulties, the book addresses externalizing behavior, internalizing behavior, reading, and mathematics. Step-by-step guidelines are presented for screening, selecting interventions, and progress monitoring. Ways to involve families and ensure that practices are culturally responsive are described. In a large-size format with lay-flat binding for easy photocopying, the book includes more than 20 reproducible handouts and forms.

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Adventure Therapy

Theory, Research, and Practice Michael A. Gass, University of New Hampshire, USA, H. L. ”Lee Gillis”, Georgia College and State University, USA, and Keith C. Russell, Western Washington University, USA Foreword by Aleta L. Meyer “This is the most relevant, important, and salient contribution to the practice of Adventure Therapy in two decades. This is a timely step toward professionalism and congruence with more accepted mental health practices.” - Tiffany Wynn, Prescott College; Director, Adventure Based Psychotherapy & Ecopsychology Concentrations, Arizona, USA “Adventure Therapy masterfully weds a half-century of rich clinical practice with well-reasoned theory and promising research. The editors have skillfully woven a convincing, exciting, and visionary fabric of support for an intervention that has been shown to be life changing.” - Gary M. Burlingame, Past-President (2011) & Fellow, Division 49, APA; Brigham Young University, Utah, USA “This is a necessary resource in the newly developing and burgeoning field of adventure therapy. It clearly outlines how to ethically and competently use adventure based therapy and is a must-have in all practitioners’ libraries.” - Janice DeLucia-Waack, University at Buffalo, SUNY Buffalo, New York, USA February 2012: 425pp. Hb: 978-0-415-89289-6: £55.99/$89.00 £50.39/$80.10 Pb: 978-0-415-89290-2: £21.99/$34.95 £19.79/$31.46

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The evolution and history of adventure therapy, as chronicled in the second chapter of this book, well demonstrates how far this field has evolved from a “divergent therapy” into an efficacious form of therapy that engages clients on cognitiv e, affective, and behavioral levels. Adventure Therapy is written by three professionals who have been at the forefront of the field since its infancy. The theory, techniques, research, and case studies they present are the cutting edge of this field.

This book is the leading academic text, professional reference, and training resource for adventure therapy practices in the field of mental health. It is appropriate for a wide range of audiences, including beginner and experienced therapists, as well as graduate students. Contents: Meyer, Foreword. Introduction. A History of Adventure Therapy. A Psychotherapeutic Foundation for Adventure Therapy. Foundations. Exploring the Foundation of Nature’s Role in Adventure Therapy. Adventure Therapy Models. Assessment in Adventure Therapy. Doing Adventure Therapy. Risk Management of Adventure Therapy Programs. Adventure Therapy Competencies. Supervision. Adventure Therapy Ethics. Research and Evaluation. A View of the Future for Adventure Therapy. Appendix A: Risk Management of Adventure Therapy Programs. Appendix B: Adventure Therapy Competencies. Appendix C: Adventure Therapy Ethics.

The authors focus on: • the theory substantiating adventure therapy • illustrations that exemplify best practices • the research validating the immediate as well as long-term effects of adventure therapy, when properly conducted.

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Alone in the Mirror Twins in Therapy

Barbara Klein, in private practice, California, USA Twins face serious challenges when approaching adulthood, as they try to find their own voices and identities in the world. Author Barbara Klein, a practicing psychologist who is a twin herself, tackles the multifaceted effects of stress and trauma on twin attachments and explains how psychotherapy should be applied to this population. Alone in the Mirror chronicles the triumphs and struggles of twins as they separate from one another and find their individuality in a world of non-twins. Dr. Klein utilizes psychologically-focused real-life histories to demonstrate how childhood experiences shape twin attachment and individual development. She includes implications for twins in therapy, their therapists, and parents of twins and addresses issues of attachment and intimacy directly and indirectly. Based on Dr. Klein’s scholarly research, clinical experiences with twins in therapy, and her own identity struggles as a twin, this book develops insights into the rare, complicated, and misunderstood twin identity. Effective therapeutic practices for twins will raise the consciousness of parents, as well.

Contents: The Real Facts about Twins. Unique Developmental Processes in Twins: Implications for Psychotherapy and Parenting. Always Close but Never One: Anxiety and Depressive Disorders in Twins. Understanding Conflicting Attachments in Twins: The Resolution of Major Depressive Disorders. “Real” Differences between Twins and Identity Development. Looking at and Reacting to the Twin Attachment. What is Lost when a Twin Dies? Once a Twin, Always a Twin: Implications for Psychotherapy. Alone in the Mirror.

February 2012: 218pp. Hb: 978-0-415-89340-4: £21.99/$34.95 £19.79/$31.46

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An Accident of Hope

The Therapy Tapes of Anne Sexton Dawn M. Skorczewski, Brandeis University, Massachusetts, USA “Dawn Skorczewski explores this explosive material with delicacy and a sensitive hand. While An Accident of Hope lines the contours of Anne Sexton’s deep-seated emotions – both the joy and the anguish – and the intertwined roots of her poetry, it simultaneously gives us a compelling read that never, ever, disappoints.” - Linda Gray Sexton, author, Half in Love: Surviving the Legacy of Suicide and Searching for Mercy Street: My Journey Back to My Mother: Anne Sexton

February 2012: 268pp. Hb: 978-0-415-88746-5: £55.00/$90.00 £49.50/$81.00 Pb: 978-0-415-88747-2: £22.99/$35.95 £20.69/$32.36

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“By combining close readings of Anne Sexton’s poems, mid20th-century cultural history, and reflections on the development of psychoanalytic theory and technique, Dawn Skorczewski has produced a richly contextualized interpretive account of the audio recordings of the last six months of the poet’s treatment with psychiatrist Martin Orne. An Accident of Hope amply demonstrates the mutually generative potential of literary and psychoanalytic texts and methodologies, while also reinforcing our sense of the propriety of Freud’s oft-cited avowal that, wherever he went, he found that a poet had gotten there before him. Toggling back and forth between Sexton’s poems and her taped conversations with Orne, Skorczewski reveals that, in certain ways, Sexton had a more forward-looking understanding than her doctor did of the psychotherapeutic relationship as a creative partnership.” - Max Cavitch, University of Pennsylvania, USA In 1956, Anne Sexton was admitted into a mental hospital for a post-partum depression, where she met Dr. Martin Orne, a young psychoanalytic psychiatrist who treated her for the next eight years. In that time Sexton would blossom into a worldfamous poet, best known for her “confessional” poems dealing with personal subjects not often represented in poetry at that time: mental illness, depression, suicide, sex, abortion, women’s bodies, and the ordinary lives of mothers and housewives. Orne audiotaped the last three years of her therapy to facilitate her ability to remember their sessions. The final six months of these tapes are the focus of this book.

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In An Accident of Hope, Dawn Skorczewski links the content of the therapy with poetry excerpts, offering a rare perspective on the artist’s experience and creative process. We can see Sexton attempting to make sense of her life and therapy and to sustain her confidence as a major poet, while struggling with the impending loss of Orne, who was moving elsewhere. Skorczewski’s study provides an intimate, in-depth view of the therapy of a psychologically tortured yet immensely creative woman, during a period of emerging feminism and cultural change. Tracing the mutual development of the poet and the therapist during their years together, the author explores the tension between the classical therapeutic setting as practiced in the early 1960s and contemporary relational and developmental concepts in psychoanalysis, just then beginning to emerge. An Accident of Hope also raises broader questions about the nature of healing in psychotherapy. The poet and therapist we encounter in these sessions present complex and conflicted images of the therapeutic and creative process. Orne, equal parts honesty and hesitancy, works to bolster Sexton’s selfimage and maintain that she is more than the sum of her poetry. Sexton, working against a tendency to hide from her most painful feelings, valiantly pushes to tell the truth in therapy, while her poems invite the readers to see another side of the story. Just as Orne kept the audiotapes so that one day they might help others who suffer, An Accident of Hope tells the story of a therapy but moves beyond it. By offering a glimpse into the past, the present is open for reappraisal, both of Sexton herself and the legacy of psychoanalytic treatment. Contents: Introduction. “You, I, We Created the Poet”: November 1963. Did Anne Sexton Kill John F. Kennedy? Late November 1963. Holding Hands and Letting Go: The Road to “Flee on Your Donkey”: December 10-12, 1963. “This Terrible Ideal of the Happy Family”: December 14-19, 1963. Dancing for Your Doctor: Notes on Narcissism: December 21-24, 1963. The Black Pants and the New Bikini: Oedipal Scripts: February-March 1964. “The Discovery of a Human Being”: April 21-28, 1964. Flash Forward: An Epilogue: July 1964-February 1965.

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Assessment in Art Therapy

Edited by Andrea Gilroy, Robin Tipple and Christopher Brown, all at Goldsmiths College, University of London, UK “Using theoretical approaches, formal testing procedures and illustrated clinical examples, the chapters offer a variety of consideration to the different ways of thinking which contribute to understanding the complex activity between art therapist and patient.” - Tessa Dalley, Association of Child Psychotherapists, UK Assessment in Art Therapy gives a unique insight into the diverse contemporary practices that constitute assessment in art therapy, providing an overview of the different approaches employed in Britain and the USA today. This professional handbook comprises three parts. ‘Sitting Beside’ explores the discursive and the relational in art therapy assessments with adults and children in different settings. ‘Snapshots from the Field’ presents a series of short, practice-based reports which describe art therapists working in private practice, secure settings and community mental health centres. ‘A More Distant Calculation’ consists of chapters that describe the development and use of different kinds of art-based assessment procedures developed on both sides of the Atlantic, as well as different kinds of research about art therapy assessment. December 2011: 240pp. Hb: 978-0-415-56794-7: £65.00/$100.00 £58.50/$90.00 Pb: 978-0-415-56796-1: £21.99/$34.95 £19.79/$31.46

Published by Routledge

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Both students and practitioners alike will benefit from the wealth of experience presented in this book, which demonstrates how art therapists think about assessment; the difficulties that arise in art therapy assessment; and the importance of developing the theory and practice of art therapy assessment, whilst taking into account the changing demands of systems and institutions.

Contents: Gilroy, Tipple, Brown, Introduction. Part I: Sitting Beside. Gilroy, What’s Best for Whom? Exploring the Evidence Base for Art Therapy Assessment. Brown, Assessment: What Does it Mean? Henley, Knowing the Unknowable: A Multidisciplinary Approach to Postmodern Assessment in Child Art Therapy. Case, Image and Process: Twin Exploration in Art Therapy Assessment. Mcniff, Art-based Methods for Art Therapy Assessment. Tipple, The Subjects of Assessment. Part II: Snapshots from the Field. Etherington, Assessing a Young Autistic Boy in Art Therapy Private Practice. Arnold, An Art-based Assessment of a Young, Psychotic Male. McCulloch, The Assessment of Adults with Intellectual Disabilities and Complex Health Needs. Cronin, The Assessment of Adults in an In-patient Forensic Setting. Saotome, Art Therapy Assessment in an Adolescents Day Service. Liebmann, Assessing the Suitability of Adult Clients in Community Mental Health. Loumeau-May, The Challenge of Art Therapy Assessment in Bereavement Work with Children and Teens. Part III: A More Distant Calculation. Marshall-Tierney, Nightsea Crossing: Assessment for Art Therapy. Thomas, Cody, Three Starting Points: An Art-based Assessment Method. Levick, The Levick Emotional and Cognitive Art Therapy Assessment (LECATA). Gantt, Tending to the ‘Art’ in Art Therapy Assessment. Betts, Positive Art Therapy Assessment. Looking Towards Positive Psychology for New Directions in the Art Therapy Assessment Process. Gilroy, Tipple, Brown, Concluding Remarks.

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Borrowed Narratives

Using Biographical and Historical Grief Narratives With the Bereaving Harold Ivan Smith, Harold Ivan & Associates, Missouri, USA What do Dexter King, Condoleeza Rice, Eleanor Roosevelt, Mackenzie King, Corazon Aquino, Bill Cosby, Tony Dungy, Theodore Roosevelt, George H. W. and Barbara Bush, Caroline Kennedy, Arthur Ashe, Lady Bird Johnson, Colin Powell, and C. S. Lewis have in common? They all have significant grief experiences that have shaped their lives in dramatic ways, stories that have also shaped our lives. Grieving individuals, through “borrowing narratives,” look for inspiration in biographic, historical and memoir accounts of political and religious leaders, celebrities, sports figures, and cultural icons. In a time of diminishing trust in heroes and “sainted leaders”, who will speak to us from their grief? In a diverse society grief counselors and educators need to identify and “mine” the experienced grief(s) of historical personalities for resources for reflection and meaningmaking. This book will help readers:

March 2012: 272pp. Hb: 978-0-415-89394-7: £23.99/$37.95 £21.59/$34.16

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find, “read,” evaluate, extract, and adapt historical/ biographical materials

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create bio-narrative resources for use in grief counseling and grief education

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explore the wide diversity of experienced grief in biographical narratives

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identify ways to “harness” grief narratives for personal reflection.

Contents: Introduction: Borrowing Stories: First Person Singular. Part I: Borrowing as a Process. Why Borrow Narratives? Mining Borrowed Narratives. Constructing a Grief Grid. Chaining Borrowed Narratives by Topic or Commonality. Diversifying Borrowed Narratives. Extracting Borrowable Narratives From Contemporary Memoirs. Using Borrowed Narratives. Borrowing Narratives for the Loss of Animal Companions. Part II: Sample Borrowed Narratives. A Griever Named Woodrow. A Griever Named Jackie. A Griever Named Cleve. Grievers Named King. Part III: Beginning the Borrowing. Conclusion. Annotated Bibliography of Contemporary Memoirs.

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Bothered By Alligators Marion Milner New Introduction by Margaret Walters

“Bothered by Alligators is a fascinating addition to her bibliography. It combines the two primary strains in her writing – the making of diaries and the analysis of images. And as the most autobiographical of her books, it might be regarded as a summation, the last words and thoughts of a writer who was continually thinking with that lively, enquiring and deliciously quirky mind, and who was also willing to take risks in her writing, by spontaneously expounding her unexpurgated thought processes.” - Margaret Walters, From the Introduction Milner’s final text, Bothered by Alligators, came about when, in her nineties, she unexpectedly came across a diary she had kept during the early years of her son’s life, recording his conversations and play between the ages of two and nine. With it was a storybook written and illustrated by him when he was about seven years old.

February 2012: 296pp. Hb: 978-0-415-68455-2: £55.00/$90.00 £49.50/$81.00 Pb: 978-0-415-68456-9: £16.99/$26.95 £15.29/$24.26

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Contents: Introduction. Part I: The Diary. The Diary and the Story Book. Part II: The Story Book. Part III: Thinking About the Story Book. My First Thoughts about the Story Book. Part IV: Towards a Change of Aim. Crosses, Trees and No Arms and Feet. Water, Tears and a Use of Gravity. Part V: Using My Own Pictures. Always Protecting Your Mother. Two New Free Drawings. Play of Making Collages from My Failed Paintings. Part VI: Different Kinds of Order. Words Made Flesh. The Incantation and “The Hidden Order of Art”. Part VII: The Family Setting. My Father, His Breakdown and Recovery. My Mother and Us Three Children. Me Being Physically Ill and the Undine Story. Part VIII: D.W. Winnicott and Me. Being In Analysis with D W. Winnicott. A D.W. Paper on Disillusion About What One Gives. D.W.’S Doodle Drawings. Part IX: Towards Wholeness. Towards Bringing Bits of Oneself Together. The Easter Story. An Area for the Play of Opposites. Useable Dreams. Appendix: Last Pages.

Whilst working on the material, Milner gradually realised that both diary and storybook were provoking questions she realised had scarcely been asked, let alone answered in her own analysis. Through her memories, her notebooks and by interpreting her own previously discarded drawings and paintings, she reaches a point of awareness that they were depicting things she did not know in herself, addressing her relationships not only with her son but also with her husband, her father, and in particular, her mother. Like many of Milner’s earlier books there is a deeply personal quality to Bothered by Alligators, but it is a quality that transcends the personal and reveals insights and conclusions that will be both interesting and useful to clinicians; and fascinating to readers from a psychological, a literary, an artistic or an educational background, and, in particular, those with an interest in psychoanalysis and autobiography and in Milner’s work.

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Clinical Psychology An Introduction

Alan Carr, University College Dublin, Ireland “Alan Carr’s book gives an excellent overview of clinical psychology. It is clear and comprehensive, and will provide an invaluable guide to undergraduates and postgraduates alike, both those who want to understand psychological breakdown, and those who feel called to pursue a career in applying these understandings to help people who struggle with such psychological problems.” - Mark Williams, University of Oxford, UK

Contents: What is Clinical Psychology? Childhood Behaviour Disorders. Eating Disorders. Drug Misuse. Anxiety. Depression. Schizophrenia. Personality Disorders. Models that Influence the Practice of Clinical Psychology. The Effectiveness of Psychological Therapies.

Clinical Psychology: An Introduction is for students studying clinical psychology as part of an undergraduate programme in psychology, nursing, sociology or social and behavioural sciences. Undergraduate students who wish to know if postgraduate study in clinical psychology would be of interest to them will find this book particularly useful. The book will inform students about:

March 2012: 416pp. Hb: 978-0-415-68396-8: £70.00/$110.00 £63.00/$99.00 Pb: 978-0-415-68397-5: £24.99/$39.95 £22.49/$35.96

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the profession of clinical psychology

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how to get onto a clinical psychology postgraduate training programme

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the way clinical psychologists work with children, adolescents and adults with common psychological problems

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the main models of practice used by clinical psychologists

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the scientific evidence for the effectiveness of psychological interventions.

There is a focus on both clinical case studies and relevant research, and the book includes chapter plans, summaries, revision questions, advice on further reading and glossaries of key terms, all of which make it a brief, student-friendly introduction to an exceptionally interesting subject.

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Coaching Students with Executive Skills Deficits

Peg Dawson and Richard Guare, both at Center for Learning and Attention Disorders, Seacoast Mental Health Center, New Hampshire, USA “Dawson and Guare are to be congratulated for writing such a readable yet scientifically rigorous manual that will be invaluable to teachers, counselors, and school psychologists who work with students with executive skills deficits. The book is illustrated with fascinating case examples that will be all too familiar to teachers who have struggled to find ways of helping students to reach their potential. It provides constructive, step-by-step guidance on what it means to have an executive skills deficit and how to implement an effective coaching program.” - Peter Farrell, University of Manchester, UK

March 2012: 240pp. Pb: 978-1-4625-0375-9: £23.95 £21.56

Series: Practical Intervention in the Schools Published by Guilford Press

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“This is a unique and marvelous book that presents a useful coaching model for students with executive skills deficits, including those who have ADHD. It is the most informative, practical guide available on the topic. As with their other books, the authors have again produced a resource that is straightforward, well organized, easy to understand, and filled with strategies that can be readily implemented. The book will prove exceptionally useful not only for teachers, practitioners, and coaches, but also for graduate courses in education and in school, child clinical, and counseling psychology.” - Russell A. Barkley, Medical University of South Carolina, USA

progress. Special topics include how to implement a classwide peer coaching program. More than three dozen reproducible assessment tools, forms, and handouts are featured; the large-size format and lay-flat binding facilitate photocopying. Contents: Part I: Theoretical and Research Background. Executive Skills and Brain Development. Theoretical Underpinnings for Coaching. Part II: Our Coaching Model. Basic Coaching for Academic Success. Advanced Coaching Techniques. Setting Up a School-based Academic Coaching Program. Part III: Special Applications. Classwide Peer Coaching. Plumer, Peer Coaching for Social Skills Development, Parting Thoughts. Appendices. Reproducible Materials.

This practical manual presents an evidence-based coaching model for helping students whose academic performance is suffering due to deficits in executive skills, including time and task management, planning, organization, impulse control, and emotional regulation. In just a few minutes a day, coaches can provide crucial support and instruction tailored to individual students’ needs. From leading experts, the book provides detailed guidelines for incorporating coaching into a response-to-intervention framework, identifying students who can benefit, conducting each session, and monitoring

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Cognitive-Behavioral Interventions in Educational Settings A Handbook for Practice Second Edition Edited by Rosemary B. Mennuti, Philadelphia College of Osteopathic Medicine, Pennsylvania USA, Ray W. Christner, Cognitive Health Solutions, LLC, Pennsylvania, USA, and Arthur Freeman, Midwestern University, Illinois, USA This revised volume serves as an updated resource for school-based practitioners, as well as others providing treatment to children and adolescents, by presenting evidence-based interventions for a variety of issues commonly seen in school settings. Leading professionals provide assessment and intervention approaches based on a cognitive-behavioral framework, with specific sensitivity given to the unique needs of youth within the context of school and family. Including both innovative and well-established approaches to working with children and adolescents in schools, this text offers interventions for a variety of issues and concerns faced by school-aged youth. The use of case studies and session outlines, as well as the balance of theoretical and clinical concerns, enhances this book’s value as a reference for both clinicians and students.

February 2012: 782pp. Hb: 978-0-415-80740-1: £37.50/$59.95 £33.75/$53.96

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Contents: Part I: Foundations. Mennuti, Christner, An Introduction to Cognitive-Behavior Therapy (CBT) with Youth. Christner, Kamon, Mennuti, Implementation of Cognitive-Behavior Therapy (CBT) to School-Based Mental Health: A Developmental Perspective. Ortiz, Multicultural Issues in School Mental Health: Responsive Intervention in the Educational Setting. Murphy, Christner, A Cognitive-Behavioral Case Conceptualization for Children and Adolescents. Part II: Application of CBT Interventions with Specific Disorders. Gosch, Flannery-Schroeder, Brecher, Anxiety Disorders. Kearney, Spear, School Refusal Behavior. Mulligan, Christner, Selective Mutism. McLauglin, Christner, Depression. West, Weinstein, Bipolar Disorder. Mennuti, Bloomgarden, Mathison, Gabriel, Adolescents with Eating Disorders. Lochman,

Boxmeyer, Powell, Siddiqui, Stromeyer, Kelly, Anger and Aggression. Doll, Swearer, Collins, Chadwell, Dooley, Chapla, Bullying and Coercion. Perkins, Fischetti, Children with Learning Disabilities. DuPaul, Carson, Gormely, Vile, Flammer-Rivera, Attention-Deficit/Hyperactivity Disorder. Petronka, Kormann, Individuals with Developmental Disabilities. Bolten, Christner, McPoyle-Callahan, Autism. Weiler-Timmins, Lesbian, Gay, Bisexual, Transgendered and Questioning (LGBTQ) Youth: School Climate, Stressors and Interventions. Power, DeRosa, Children with Health Conditions. Forman, Sharp, Substance Abuse Prevention. Part III: Application of CBT Interventions with Systems. Williams, Smallwood, Monahon, Cognitive-Behavioral Strategies for School Behavioral Consultation. Smallwood, Williams, Monahon, Cognitive-Behavioral Approaches to School Crisis Response. Nelson, Schnorr, Powell, Hueber, Building Resilience in Schools. Livanis, Mulligan, Florin, Mougrabi, Incorporating Cognitive Behavior Therapy in a School-wide Positive Behavioral Support System: Promoting Good Mental Health in All Children. Part IV: Summary. Poponi, Mennuti, The Future of Cognitive Behavioral Interventions in Schools.

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Collaborative Case Conceptualization

Working Effectively with Clients in Cognitive-Behavioral Therapy Willem Kuyken, University of Exeter, UK, Christine A. Padesky, Center for Cognitive Therapy, California, USA, and Robert Dudley, Newcastle University, UK “CBT texts rarely provide detailed guidance on conceptualization. Written by internationally recognized experts, this book fills the gap by providing clinicians with numerous insightful tips about how to develop conceptualizations and, crucially, how to link those conceptualizations to interventions. Ways of teaching conceptualization are outlined, and a much-needed research agenda for the area is advanced.” - David M. Clark, University of Oxford, UK

Contents: The Procrustean Dilemma. The Case Conceptualization Crucible: A New Model. Two Heads Are Better Than One: Collaborative Empiricism. Incorporating Client Strengths and Building Resilience. “Can You Help Me?”: Descriptive Case Conceptualization. “Why Does This Keep Happening to Me?”: Cross-sectional Explanatory Conceptualizations. “Does My Future Look Like My Past?”: Longitudinal Explanatory Conceptualizations. Learning and Teaching Case Conceptualization. Appraising the Model. Appendix: Aid to History Taking Form.

“What a marvelous addition to the conceptualization literature! This intriguing book compellingly fuses theoretical acuity, in-depth research understanding, and true clinical creativity. Extended case examples bring the text vividly to life, and the innovative emphasis on fostering clients’ resilience and strengths adds a unique dimension to conceptualization work. An essential guide for the novice and a rich source of new ideas and inspiration for experienced cognitive therapists.” - Melanie Fennell, University of Oxford, UK December 2011: 366pp. Pb: 978-1-4625-0448-0: £17.95 £16.16

Published by Guilford Press

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Presenting an innovative framework for tailoring cognitivebehavioral interventions to each client’s needs, this accessible book is packed with practical pointers and sample dialogues. Step-by-step, the authors show how to collaborate with clients to develop and test conceptualizations that illuminate personal strengths as well as problems, and that deepen in explanatory power as treatment progresses. An extended case illustration demonstrates the three-stage conceptualization process over the entire course of therapy with a multiproblem client. The approach emphasizes building resilience and coping while decreasing psychological distress. Special features include self-assessment checklists and learning exercises to help therapists build their conceptualization skills.

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Comprehensive Children’s Mental Health Services in Schools and Communities A Public Health Problem-Solving Model

Robyn S. Hess, University of Northern Colorado, USA, Rick Jay Short, Middle Tennessee State University, USA, and Cynthia E. Hazel, University of Denver, Colorado, USA

February 2012: 203pp. Hb: 978-0-415-80448-6: £53.00/$95.00 £47.70/$85.50 Pb: 978-0-415-80449-3: £19.95/$34.95 £17.96/$31.46

Today’s schools often lack the means necessary to effectively provide mental health services for all children who will need them during a given school year. A switch to a broader, more comprehensive model of support service delivery in schools from the traditional “one child at a time” approach can help to remedy this issue. In this text, the authors propose a public health model for comprehensive children’s mental health services that encompasses, rather than replaces, the traditional model in school psychology. The background and theoretical perspective for this public health model is discussed as an important way to solve problems and accomplish goals in schools, after which the authors outline and develop a clear, practical procedure for implementing and evaluating programs based on public health ideas. This text will also address new roles for school psychologists that focus on prevention and promotion. An accompanying CD contains sample activities, forms, handouts, and other materials that will be of use to school mental health practitioners implementing this public health model in their schools.

Contents: Part I: Reconceptualizing Our Work. Intersection of Public Health, Children’s Mental Health and School Psychology. The Continuum of Services with a Public Health Model. Building Capacity through Collaboration and Coalitions. Part II: Introduction to Part II: Public Health Problem-solving Model. Problem Identification through Applied Epidemiology. Problem Analysis of Risk and Protective Factors. Defining Risk and Protective Factors in Child/Environment Interactions. Ecological Plan Implementation. Monitoring and Evaluation of Outcomes. Part III: Introduction to Part III: From Concept to Action. Case Study in Public Health Problem-solving. Changing Role of School Psychologists. Sustaining Change in a Public Health Problem-solving Model.

Series: School-Based Practice in Action Published by Routledge

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Contemporary Intellectual Assessment Theories, Tests, and Issues Third Edition

Edited by Dawn P. Flanagan, St. John’s University, New York, USA, and Patti L. Harrison, University of Alabama, USA “This is the most comprehensive, authoritative, and up-to-date text on intellectual assessment available. It covers current theories of intelligence, methods of intelligence testing, and their applications to special populations. The chapters are all written by leading scholars and combine clear research summaries with practical advice, making this a valuable book for graduate students and professionals interested in both research and practice.” - Paul J. Frick, University of New Orleans, Louisiana, USA

February 2012: 926pp. Hb: 978-1-60918-995-2: £63.95 £57.56

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“A single source for essential, detailed information on the past, present, and future of intellectual and cognitive assessment practices. The table of contents provides an objective sweep of all major theories, tests, and evaluation procedures at a glance; the expertise of the chapter authors results in a work that is consistently outstanding. The third edition reflects the latest efforts in clinical inquiry that explore cognitive abilities and processes as they relate to the real world. It emphasizes cross-cultural issues in assessment and incorporates new approaches and instruments related to learning and developmental problems. This is an essential text for graduate-level assessment courses.” - Elaine Fletcher-Janzen, Chicago School of Professional Psychology, Illinois, USA In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations

including culturally and linguistically diverse students, gifted – students, and those with learning difficulties and disabilities – in today’s educational settings. New to this edition: • incorporates major research advances and legislative and policy changes • covers recent test revisions plus additional tests: the NEPSY-II and the WNV • expanded coverage of specific populations: chapters on autism spectrum disorders; attention-deficit/hyperactivity disorder; sensory and physical disabilities and traumatic brain injury; and intellectual disabilities • chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools. Contents: Part I: The Origins of Intellectual Assessment. Wasserman, A History of Intelligence Assessment: The Unfinished Tapestry. Kamphaus, Winsor, Rowe, Kim, A History of Intelligence Test Interpretation. Part II: Contemporary Theoretical Perspectives. Horn, Blankson, Foundations for Better Understanding of Cognitive Abilities. Schneider, McGrew, The Cattell-Horn-Carroll (CHC) Model of Intelligence. Chen, Gardner, Assessment of Intellectual Profile: A Perspective from Multipleintelligences Theory. Sternberg, The Triarchic Theory of Successful Intelligence. Naglieri, Das, Goldstein, Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing-based Theory of Intelligence. Part III: Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests). Drozdick, Wahlstrom, Zhu, Weiss, The Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) and the Wechsler Memory Scale – Fourth Edition (WMS-IV). Wahlstrom, Breaux, Zhu, Weiss, The Wechsler Preschool and Primary Scale of Intelligence – Third Edition (WPPSI-III), the Wechsler

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Continued on next page

Intelligence Scale for Children – Fourth Edition (WISC-IV), and the Wechsler Individual Achievement Test – Third Edition (WIATIII). Roid, Pomplun, The Stanford-Binet Intelligence Scales, Fifth Edition (SB5). Singer, Lichtenberger, J.C. Kaufman, A.S. Kaufman, N.L. Kaufman, The Kaufman Assessment Battery for Children – Second Edition (KABC-II) and the Kaufman Test of Educational Achievement – Second Edition (KTEA-II). Schrank, Wendling, The Woodcock-Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement. Elliott, The Differential Ability Scales – Second Edition (DAS-II). McCallum, Bracken, The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment. Naglieri, Otero, The Cognitive Assessment System (CAS): From Theory to Practice. Reynolds, Kamphaus, Raines, The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST). Matthews, Riccio, Davis, The NEPSY-II. Naglieri, Otero, The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations. Part IV: Contemporary Interpretive Approaches and Their Relevance for Intervention. Flanagan, Alfonson, Ortiz, The Cross-battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions. Fiorello, Hale, Wycoff, Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World. Floyd, Kranzler, Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review. Ortiz, Ochoa, Dynda, Testing with Culturally and Linguistically Diverse Populations: Moving Beyond the Verbalperformance Dichotomy into Evidence-based Practice. Mather, Wendling, Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD). Part V: Assessment of Intelligence and Cognitive Functioning in Different Populations. Ford, Kozey, Negreiros, Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives. McIntosh, Dixon, Pierson, Use of Intelligence Tests in the Identification of Giftedness. Flanagan, Alfonso, Mascolo, Sotelo-Dynega, Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition. Klinger, O’Kelley, Mussey, Goldstein, DeVries, Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD). Hale, Yim, Schneider, Wilcox, Henzel, Dixon, Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder. Decker, Englund, Roberts, Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury. Armstrong, Hangauer, Nadeau, Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD). Part VI: Contemporary and Emerging Issues in Intellectual

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Assessment. Braden, Niebling, Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests. Keith, Reynolds, Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests. Miller, Maricle, The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities. Maricle, Avirett, The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions. Brown-Chidsey, Andren, Intelligence Tests in the Context of Emerging Assessment Practices: Problem-solving Applications. McCloskey, Whitaker, Murphy, Rogers, Intellectual, Cognitive, and Neuropsychological Assessment in Three-tier Service Delivery Practices in Schools. Carroll, Appendix: The Three-stratum Theory of Cognitive Abilities.

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Contemporary Issues in Couples Counseling A Choice Theory and Reality Therapy Approach

Edited by Patricia A. Robey, Governor’s State University, Illinois, USA, Robert E. Wubbolding, Center for Reality Therapy, Ohio, USA, and Jon Carlson, Governor’s State University, Illinois, USA “When it comes to helping relationships, clinicians require up-to-date, proven methods. Contemporary Issues in Couples Counseling covers the content that clinicians of all persuasions and all levels of experience need to bring their practice into the twenty-first century.” - Jeffrey K. Zeig, director of the Milton H. Erickson Foundation, Arizona, USA “Contemporary Issues in Couples Counseling is a practical and usable example of counseling at its best, one that will appeal to any counselor or therapist looking for an effective approach backed by sound theory. This book is a fascinating read, and we recommend it enthusiastically for professionals or anyone wishing to improve their own relationships.” - William Glasser and Carleen Glasser, coauthors of Getting Together and Staying Together: Solving the Mystery of Marriage

February 2012: 270pp. Hb: 978-0-415-89125-7: £31.99/$44.95 £28.79/$40.46

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“Is there any doubt that the quality of our lives is a consequence of the choices we make? In Contemporary Issues in Couples Counseling, the editors have assembled a diverse and valuable group of chapters. At a time when we desperately need to strengthen relationships to effectively meet our many social and cultural challenges, this book provides what we most need: practical guidelines and the common sense reasons to choose to follow them.” - Michael D. Yapko, author of Trancework, Fourth Edition “If you are interested in couple therapy, this book will be a useful resource. You can apply many of the key concepts in these chapters not only to working with couples, but also to your personal relationships. The principles of choice theory are made concrete through the diverse examples of how the practice of reality therapy can effectively come to life. This is a practical book that can be applied to a range of relationship problems.” - Gerald Corey, California State University, USA

Contemporary Issues in Couples Counseling explores the most difficult issues that people in the helping professions face when treating couples and provides concrete solutions for addressing them effectively. Using the revolutionary choice theory and reality therapy approach to couples counseling, the book shows clinicians how to combine a relationshipbased approach with the pragmatism of cognitive behavior therapies. Both experienced and beginning clinicians will find Contemporary Issues in Couples Counseling the ideal guide to helping clients focus on the here and now, not the past, and for creating treatment plans that meet clients’ individual needs while also addressing the needs of their partners. Contents: Part I: Choice Theory and Reality Therapy. Wubbolding, Robey, Introduction to Choice Theory and Reality Therapy. Robey, Wubbolding, An Interview with William Glasser and Carleen Glasser. Part II: Issues and Applications. Olver, Multicultural Couples: Seeing the World Through Different Lenses. Robey, McIntosh, Relationship Recovery After Infidelity. Burdenski, Recovering from Substance Misuse. Fain-Morgan, Counseling Military Couples. Buck, Resolving Differences, Disagreements, and Discord. Casstevens, Care-giving Couples and Adult Children Diagnosed with Major Psychiatric Disorders. Smith Cissé, When Childhood Trauma Haunts the Couple Relationship. Minatrea, Duba, Counseling Inter-faith Couples. White, Robey, The Struggle for Identity as a Gay Couple. Roth, The Celebrity Challenge: Counseling High-profile Clients. Shaffer, Couples Counseling and Illness: The Real Deal. Part III: Proactive Approaches to Good Couple Relationships. Britzman, Nagelhout, What Will It Be Like Being Married to Me? Crowell, Mobley, A Contextual Approach to Relationship Assessment. Gilchrist Banks, Using Choice Theory and Reality Therapy in Premarital Counseling. Part IV: Conclusion. Robey, Wubbolding, Carlson, Commentary from the Editors.

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Contemporary Psychotherapies for a Diverse World First Revised Edition

Edited by Jon Frew, Pacific University, Oregon, USA, and Michael D. Spiegler, Providence College, Rhode Island, USA This unique text is the first to provide an introduction to the theory and practice of the major theories of psychotherapy that illustrates how these approaches are dealing with the ever-increasing diversity of today’s clients. Rather than present all of the different theories from one author’s viewpoint, Frew and Spiegler have assembled the leading contemporary authorities on each to offer an insider’s perspective that includes exposure to the style and language used by adherents of the approach, which is not available in any other text. The history of each approach and the latest, cutting-edge theory and practice are integrated with an emphasis on an awareness of the needs of diverse non-majority clients, creating a comprehensive, practical, and invaluable text for all therapists- and counselors-in-training.

February 2012: 630pp. Hb: 978-0-415-89838-6: £37.95/$59.95 £34.16/$53.96

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Contents: Frew, Spiegler, Introduction to Contemporary Psychotherapies for a Diverse World. Vasquez, Ethics for a Diverse World. Altman, Psychoanalytic Therapy. Carlson, EnglarCarlson, Adlerian Therapy. Vontress, Existential Counseling and Psychotherapy. Cain, Person-Centered Therapy. Frew, Gestalt Therapy. Spiegler, Behavior Therapy I: Traditional Behavior Therapy. Spiegler, Behavior Therapy II: Cognitive-Behavioral Therapy. Wubbolding, Reality Therapy. Remer, Feminist Therapy. RigazioDiGilio, McDowell, Family Therapy. Crocket, Narrative Therapy.

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Contingency Management for Adolescent Substance Abuse A Practitioner’s Guide

Scott W. Henggeler, Phillippe B. Cunningham, Melisa D. Rowland and Sonja K. Schoenwald all at the University of South Carolina, USA “This is the first book to provide detailed, pragmatic guidelines for implementing Contingency Management (CM) with this population. CM is highly efficacious for treating substance use disorders and can be integrated with virtually any other form of therapy, including cognitive-behavioral and family interventions. Filled with worksheets and real-life examples, the book will help therapists apply CM within a comprehensive adolescent treatment program.” - Nancy M. Petry, Contingency Management REWARD Center, University of Connecticut School of Medicine, USA

December 2011: 213pp. Pb: 978-1-4625-0247-9: £26.95 £24.26

Published by Guilford Press

“Contingency Management is an evidence-based treatment that aims to ameliorate risk factors and constructively facilitate teens’ efforts to lead drug-free lives. It is based on proven behavioral and cognitive-behavioral principles. This book is a godsend for practitioners seeking a comprehensive manual with step-by-step instructions for treating teens with substance use problems.” - Michael Windle, Emory University, Georgia, USA

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This practical manual is based on extensive research and the collaboration of hundreds of community-based therapists. It provides step-by-step guidelines for implementing Contingency Management (CM) – one of the most effective treatments for substance abuse – with adolescents and their caregivers. Strategies are detailed for assessing substance use disorders, developing individualized cognitive and behavioral interventions, using behavioral contracts and contingencies to reinforce abstinence, and overcoming frequently encountered treatment roadblocks. Extensive sample dialogues illustrate what CM looks like in action. In a convenient large-size format, the book includes over three dozen reproducible handouts, checklists, and forms. Contents: Introduction to Contingency Management. Determining the Need for Substance Use Treatment. Introducing Contingency Management and Engaging Families in Treatment. ABC Assessment of Drug Use. Self-management Planning and Drug Refusal Skills Training. The Point-and-Level Reward System. Drug Testing Protocol. Synthesizing the Components of Contingency Management. Conducting Contingency Management without Caregivers.

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Creative Readings Essays on Seminal Analytic Works

Thomas H. Ogden, Psychoanalytic Institute of Northern California, USA Thomas H. Ogden – Winner of the 2004 International Journal of Psychoanalysis Award for the Most Important Paper of the Year and the 2010 Haskell Norman Prize Winner! Thomas Ogden is internationally recognized as one of the most creative analytic thinkers writing today. In this book he brings his original analytic ideas to life by means of his own method of closely reading major analytic works. He reads watershed papers in a way that does not simply cast new and discerning light on the works he is discussing, but introduces his own thinking regarding the ideas being discussed in the texts.

January 2012: 216pp. Hb: 978-0-415-69832-0: £60.00/$99.00 Pb: 978-0-415-69833-7: £22.99/$36.95 Series: The New Library of Psychoanalysis Published by Routledge

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Ogden offers expanded understandings of some of the most fundamental concepts constituting psychoanalytic theory and practice. He does so by finding in each of the articles he discusses much that the author knew, but did not know that he or she knew. An example of this is how Freud, in his conception of the unconscious workings of mourning and melancholia, was providing the foundation of a theory of unconscious internal object relations. Ogden goes on to provide further re-readings of classic material from the following key contributors to contemporary psychoanalysis: •

W. R. D. Fairbairn

•

Donald Winnicott

•

Wilfred Bion

•

Hans Loewald

•

Harold Searles.

This book is not simply a book of readings, it is a book about reading, about how to read in a way that readers actively rewrite what they are reading, and in so doing makes the ideas truly their own. The concepts that Ogden develops in his readings provide a significant step in the reader’s expansion of his or her understanding of many of the ideas that lie at the cutting edge of contemporary psychoanalysis. It will be of particular interest to psychoanalysts and psychotherapists who use a psychodynamic approach, as well as professionals and academics with an interest in contemporary psychoanalysis. Contents: Some Thoughts on How to Read this Book. Freud’s “Mourning and Melancholia” and The Origins of Object-relations Theory. Reading Susan Isaacs: Toward a Radically Revised Theory of Thinking. Why Read Fairbairn? Winnicott’s “Primitive Emotional Development”. Reading Bion. Elements of Analytic Style: Bion’s Clinical Seminars. Reading Loewald: Oedipus Reconceived. Harold Searles’s “Oedipal Love in the Countertransference” and “Unconscious Identification”.

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Dancing with the Unconscious

The Art of Psychoanalysis and the Psychoanalysis of Art Danielle Knafo, Long Island University, New York, USA “Danielle Knafo has written a compelling and enlightening book, a testimony to the depths of the creative spirit. Explorations span psychoanalysis, art, literature, and dance, with special emphasis on what art can contribute to understanding psychoanalysis as well as the reverse. Processes that go into art-making also go into psychoanalysis. She brings out dimensions of the creative unconscious that add to our appreciation of being alive.” - Michael Eigen, author, Contact with the Depths and Faith and Transformation

February 2012: 304pp. Hb: 978-0-415-88100-5: £60.00/$99.00 £54.00/$89.10 Pb: 978-0-415-88101-2: £22.99/$36.95 £20.69/$33.26

Series: Psychoanalysis in a New Key Book Published by Routledge

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Combining theory and therapy–the clinic and the studio– Danielle Knafo’s Dancing with the Unconscious extends the dialogue between psychoanalysis and art and shows how each discipline informs the other. The first chapter in Part I frames Knafo’s discussion of the analytic encounter by describing it as a dance performed by two unconscious minds. Through the narration of a treatment with a transgendered patient’s struggle with unconscious conflict, she demonstrates the profound creative possibilities inherent in free association, transference, and dream work. Chapters that follow investigate the use of regression in psychoanalysis and art, the relationship between creativity and substance abuse, the creative transformations of trauma, and the psychological partnership between solitude and creativity. Part II begins with a provocative analysis of the dreams of Freud and Jung and shows how unconscious contents reveal the genesis of each psychologist’s respective theory. Chapters that follow include a re-evaluation of the film Blue Velvet through the lens of the primal scene, the symbolic expression of trauma and the attempt to repair it in the art

of Egon Schiele and Ana Mendieta, and the spellbinding, sadomasochistic vision of writer and artist Bruno Schulz. This new work by Knafo illustrates how, taken together, the art of psychoanalysis and the psychoanalysis of art bear witness to the endless creativity and healing potential of the unconscious mind. Contents: Introduction. Part I: The Art of Psychoanalysis. Dancing with the Unconscious: The Art of Psychoanalysis. One Step Back, Two Steps Forward: Regression in the Service of Art and Psychoanalysis. The Senses Grow Skilled in their Craving: Thoughts on Creativity and Substance Abuse. Creative Transformations of Trauma: Private Pain in the Public Domain and the Clinical Setting. Alone Together: Solitude and the Creative Encounter in Art and Psychoanalysis. Part II: The Psychoanalysis of Art. Dreams of Genius: Sigmund Freud and C. G. Jung. Egon Schiele: A Self in Creation. At the Limits of the Primal Scene: Revisiting Blue Velvet. Ana Mendieta: Goddess in Exile. Bruno Schulz: Desire’s Impossible Object.

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Doing Dialectical Behavior Therapy A Practical Guide

Kelly Koerner, Evidence-Based Practice Institute, Washington, USA Foreword by Marsha M. Linehan “A beautifully written, engaging description of emotional dysregulation and its treatment through DBT. The book is richly illustrated with case material and extensive clienttherapist dialogues that truly demonstrate DBT in action.” - Andrew Christensen, University of California, Los Angeles, USA

Contents: Linehan, Foreword. Tools for Tough Circumstances. Navigating to a Case Formulation and Treatment Plan. Change Strategies. Validation Principles and Strategies. Dialectical Stance and Strategies: Balancing Acceptance and Change. Assess, Motivate, and Move: Getting the Most from Each Interaction. The Individual Therapist and the Consultation Team.

“Koerner, an expert DBT therapist, has written a hands-on, clinically rich work that provides guidelines for when and how to apply DBT strategies for complex cases. The material is accessible to both experienced clinicians and therapists in training. This book is an invaluable guide and a handy tool kit for working with patients with pervasive emotion dysregulation.” - Stefan G. Hofmann, Boston University, Massachusetts, USA

January 2012: 219pp. Hb: 978-1-4625-0232-5: £23.95 £21.56

Series: Guides to Individualized EvidenceBased Treatment Published by Guilford Press

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Filled with vivid clinical vignettes and step-by-step descriptions, this book demonstrates the nuts and bolts of Dialectical Behavior Therapy (DBT). DBT is expressly designed for – and proven effective with – clients with serious, multiple problems and a history of treatment failure. The book provides an accessible introduction to DBT while showing therapists of any orientation how to integrate elements of this evidence-based approach into their work with emotionally dysregulated clients. Experienced DBT clinician and trainer Kelly Koerner clearly explains how to formulate individual cases; prioritize treatment goals; and implement a skillfully orchestrated blend of behavioral change strategies, validation strategies, and dialectical strategies.

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Dramatherapy with Children, Young People and Schools Enabling Creativity, Sociability, Communication and Learning

Edited by Lauraine Leigh, dramatherapist, psychotherapist, and teacher, UK, Irvine Gersch, University of East London, UK, Ann Dix, freelance dramatherapist, supervisor, and teacher, UK, and Deborah Haythorne, co-founder and co-director, Roundabout Dramatherapy, UK “This is a comprehensive and inspiring resource for practitioners and those responsible for the provision of appropriate emotional support to children in schools.” - Anna Chesner, Health Professions Council, The UK Council for Psychotherapy, The British Association for Drama Therapists, and The British Psychodrama Association, UK “This is a campaigning book waving the flag for dramatherapy at a time when resources are scarce but new possibilities are arising in how schools are run.” - David Kennard, clinical psychologist and group analyst, UK

January 2012: 304pp. Hb: 978-0-415-67076-0: £65.00/$100.00 £58.50/$90.00 Pb: 978-0-415-67077-7: £22.99/$36.95 £20.69/$33.26

Published by Routledge

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“I recommend this book to every dramatherapist, to every teacher, and to every health care administrator, because within its pages lies a vision of the future of education that we cannot afford to postpone. The many authors of chapters span the academic, clinical, educational, and research fields. This is an important book!” - David Read Johnson, Institutes for the Arts in Psychotherapy New York, USA Dramatherapy with Children, Young People and Schools is the first book to specifically evaluate the unique value of dramatherapy in the educational environment. A variety of highly experienced dramatherapists, educational psychologists and childhood experts discuss the benefits to the children and young people, and also in relation to the involvement of teachers, the multi-disciplinary team and families. This professional book offers a panoramic view to explain how through dramatherapy children and young people

develop their communication skills, sociability and their actual desire to learn. Detailed case studies demonstrate individual successes in youngsters experiencing a range of emotional difficulties and psychological needs. These studies include: conquering a fear of maths; violent behaviour transformed into educational achievement; safe expression of feelings for a sexually abused child; and where children are diagnosed with mental health disorders such as ADHD and ODD, where the benefits of dramatherapy with children and families are carefully described and evaluated, suggesting that this therapeutic discipline can achieve positive outcomes. The practical advice and inspirational results included here promote a future direction of integration and collaboration of school staff, multi-disciplinary teams and families. Education and equality are high on the agenda, and the function of dramatherapy is not just as a treatment, but as an economically viable and valuable preventive therapy. Contents: Part I: Introduction. Leigh, Dix, Haythorne, Dokter, The Role and Relevance of Dramatherapy in Schools Today. Jones, Childhood Today and the Implications for Dramatherapy in Schools. Holmwood, Stavrou, Dramatherapy and Drama Teaching in School: A New Perspective Towards a Working Relationship. Meldrum, Supporting Children in Primary Schools through Dramatherapy and the Creative Therapies. Part II: Case Studies. Dix, Whizzing and Whirring: Dramatherapy and ADHD. Shine, Fear, Math, Brief Dramatherapy and Neuroscience. Domikles, Violence and Laughter:

Continued on next page

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How Dramatherapy Can Go Beyond Behaviour Management for Boys at Risk of Exclusion. Dix, All the Better to See You With: Healing Metaphors in a Case of Sexual Abuse. Carr, Romeo and Juliet and Dramatic Distancing: Chaos and Anger Contained for Inner City Adolescents in Multicultural Schools. Dooman, Looking for Meaning with Bereaved Families: Bring Back My Daddy and Other Stories. Court, Higley, Lousada, Education, the Playground Project and Elements of Psychodrama. Coleman, Kelly, Beginning, Middle, End, Beginning. Dramatherapy with Children who have Life Limiting Conditions and with their Siblings. Part III: Collaborative Partnerships in Schools and Beyond. Roger, Learning Disabilities and Finding, Keeping and Protecting the Therapeutic Space. Kelly, Bruck, Staff Sharing: An Integrative Approach to Peer Supervision. Mercieca, “I’m Not So Sure, Miss.” The Concept of Uncertainty and Dramatherapy Practice within an Educational Setting. Trustman, Self-harm and Safeguarding Issues in the School and Classroom – A Partnership Approach. Brown, Dramatherapy and Clinical Psychology: Play and Reality for Autistic and Psychotic Children. Haythorne, The Charity Roundabout: One Model of Providing Dramatherapy in Schools. Part IV: Evidence and Outcomes. Haythorne, Crockford, Godfrey, Roundabout and the Development of Psychlops KIDS Evaluation. Greene, An Educational Psychology Service Evaluation of a Dramatherapy Intervention for Children with Additional Needs in Primary School. Andersen-Warren, Review of Dramatherapy and The British Association of Dramatherapists Research. Part V: Future Possibilities. Gersch, Educational Psychology, Listening to Children and Dramatherapy. Meldrum, A Model of Emotional Support in Primary Schools. Leigh, Holding the Family in the Heart of School. Haigh, Future Potential. Gersch, Conclusions. Haythorne, Some Useful Addresses and Websites.

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Existential Therapy

Legacy, Vibrancy and Dialogue Edited by Laura Barnett, Croydon University Hospital, UK, and Greg Madison, Regents College, London, UK “This volume, whose list of contributors reads like a ‘Who’s Who’ in existential therapy, will leave the reader with no doubts about the influence and vitality of the existential tradition in a plurality of contemporary psychotherapeutic approaches. The book is a marvelous feast for anyone with a taste for the existential.” - Robert D. Stolorow, author, World, Affectivity, Trauma: Heidegger and Post-Cartesian Psychoanalysis “This book is a tour de force that under one cover discusses the main current approaches to existential therapy, and does so in a highly interesting and engaging way. History, theory, dialogue, meaning, life and death, and the future are all discussed in an illuminating way. It is a wonderful book for both students and practitioners to gain a greater understanding of current existential approaches from an integrative perspective.” - Leslie S. Greenberg, York University, Ontario, Canada November 2011: 264pp. Hb: 978-0-415-56433-5: £60.00/$100.00 £54.00/$90.00 Pb: 978-0-415-56434-2: £20.99/$35.95 £18.89/$32.36

Series: Advancing Theory in Therapy Published by Routledge

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In 1958 in their book Existence, Rollo May, Henri Ellenberger and Ernst Angel introduced existential therapy to the Englishspeaking psychotherapy world. Since then the field of existential therapy has moved along rapidly and this book considers how it has developed over the past fifty years, and the implications that this has for the future. In this book Laura Barnett and Greg Madison bring together contributors from both sides of the Atlantic to highlight issues surrounding existential therapy today, and look constructively to the future whilst acknowledging the debt to the past. Dialogue is at the heart of the book, the dialogue between existential thought and therapeutic practice, and between the past and the future. Existential Therapy: Legacy, Vibrancy and Dialogue, focuses on dialogue between key figures in the field to cover topics including:

• historical and conceptual foundations of existential therapy • perspectives on contemporary Daseinanalysis • the search for meaning in existential therapy • existential therapy in contemporary society. Existential Therapy: Legacy, Vibrancy and Dialogue explores how existential therapy has changed in the last five decades, and compares and contrasts different schools of existential therapy, making it essential reading for experienced therapists as well as for anyone training in psychotherapy, counselling, psychology or psychiatry who wants to incorporate existential therapy into their practice. Contents: Barnett, Madison, Introduction. Craig, Existential Psychotherapy, Discipline and Démarche: Remembering Essential Horizons. Frie, Existential Psychotherapy and Post-Cartesian Psychoanalysis: Historical Perspectives and Confluence. Holzhey-Kunz, Fazekas, Daseinsanalysis: A Dialogue. Barnett, Tedium, Ennui, and Atonement, Existential Perspectives on Boredom. Todres, Gendlin, Experiential-Existential Therapy: Embodying Freedom and Vulnerability. Madison, Gendlin, Palpable Existentialism: An Interview with Eugene Gendlin. Cannon, Applied Existential Psychotherapy: An Experiential Psychodynamic Approach. Heaton, Thompson, R.D. Laing Revisited: A Dialogue on his Contribution to Authenticity and the Sceptic Tradition. Hoeller, The Existential ‘Therapy’ of Thomas Szasz: Existential, Yes; Therapy, No. Spinelli, Cooper, A Dialogue on Dialogue. Längle, The Viennese School of Existential Analysis, the Search for Meaning and Affirmation of Life. van Deurzen, Reasons for Living: Existential Therapy and Spirituality. Finlay, Research: An Existential Predicament for our Profession? Schneider, du Plock, Depth and the Marketplace: Psychology’s Faustian Plight, a Dialogue. Friedman, Carel, Hassan, Orange, On Reading Irvin Yalom’s Staring at the Sun: Overcoming the Dread of Death. Barnett, Madison, Conclusion.

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Families with Futures

Family Studies into the 21st Century Second Edition Meg Wilkes Karraker, University of St. Thomas, Minnesota, USA, and Janet R. Grochowski, College of Saint Benedict and Saint John’s University, Minnesota, USA “This is the ONLY text for family studies that I have found to be comprehensive and provide both research and application of material for students... We are currently using the text for [our]... Family Theories [course]... [I would adopt it] without any reservations!!! It is an excellent text and is needed in the family field!!!” - Mary Ann Adams, The University of Southern Mississippi, USA “An interdisciplinary textbook that offers a fresh approach to the study of families in everyday life... [It] provides... a strong theory and methods chapter that positions family studies as a scientific discipline, grounded in not only ethics but also concerns for social action.” - ADOLESCENCE Noted for its interdisciplinary approach to family studies, Families with Futures provides an engaging, contemporary look at the discipline’s theories, methods, essential topics, and career opportunities. Featuring strong coverage of theories and methods, readers explore family concepts and processes through a positive prism. Concepts are brought to life through striking examples from everyday family life and cutting-edge scholarship. Throughout, families are viewed as challenged but resilient.

February 2012: 424pp. Hb: 978-0-415-88556-0: £74.95/$120.00 £67.46/$108.00 Pb: 978-0-415-88590-4: £44.95/$70.00 £40.46/$63.00

Published by Routledge AVAILABLE AS AN INSPECTION COPY

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Each chapter opens with a preview of the chapter content and concludes with key terms and varied learning activities that promote critical thinking. The activities include provocative questions and exercises, projects, and interactive web activities. Boxes feature authentic voices from scholars and practitioners (including CFLEs) from a variety of disciplines including family studies, sociology, psychology, and more. These boxes provide a firsthand look at what it is like to work in the field. The book concludes with a glossary defining each chapter’s boldfaced key terms.

Updated throughout, the new edition features new coverage of: • the latest family theories including feminist theory and postmodernism • immigrant and transnational families in the 21st century

• physiology, psychology, and sociology of intimacy and sexuality • effects of recent health and other policy decisions on families • care-giving in families, especially in later life • family finances, with an emphasis on the recent economic downturns • career opportunities in family studies. An Instructor’s Resources website will feature test questions, PowerPoints slides, chapter outlines, news bulletins of current events, hotlinks to helpful tools such as the NCFR’s Ethical Principles and Guidelines, and more. This is an ideal text for upper level undergraduate and lower level graduate courses in family studies, family ecology, and family science offered in departments of family and consumer sciences, human development, psychology, and sociology. Contents: Part I: The Art and Science of Family Studies. The Changing World of Families. Family Scholarship in Action: Theories, Methods and Ethics. Part II: From Risk to Resilience. Risk and Resilience: Families at Their Best. Family Health: Beyond Illness and Disease. Sexual Intimacy: Biology and Pleasure. Part III: Family Life Courses. Early Trajectories: Being Single, Choosing Partners. The New Conjugal: Marriage, but Also Civil Unions. Kith and Kin: Creating Families in Communities. Family Discord: Power, Conflict, and Violence. Decoupled Families: Deserted, Separated, Divorced, and Widowed. Money Matters: Economies and Family Lives. Part IV: Into the Future. From Family Values to Valuing Families.

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Father-Daughter Relationships Contemporary Research and Issues

Linda Nielsen, Wake Forest University, North Carolina, USA

February 2012: 301pp. Hb: 978-1-84872-933-9: £54.95/$90.00 £49.46/$81.00 Pb: 978-1-84872-934-6: £24.95/$39.95 £22.46/$35.96

Series: Textbooks in Family Studies Published by Routledge AVAILABLE AS AN e-INSPECTION COPY

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“This book… will bring disparate research and information on father-daughter relationships together under one comprehensive “roof”… The manuscript was engaging, informative, and interesting in a page-turning sort of way that textbooks usually are not… Sources were current and some of the very best in the field... I would definitely recommend this book to my Women’s Studies colleagues… It is… a unique resource.” - Brian P. Masciadrelli, State University of New York at Fredonia, USA

The book addresses:

“Dr. Nielsen has summarised the available literature compellingly... I expect a strong demand, especially in women’s studies programmes and in courses for trainee professionals... The material is very readable... [and] enhanced by... the liberal use of quotes [that] bring the material to life... Professionals who do custody evaluations and reports... would... love such a book... It... answer[s] questions that many of them face every day.” - Michael E. Lamb, University of Cambridge, UK The first research based text that focuses on the impact of the father-daughter relationship, this provocative book examines the factors that can strengthen or weaken these relationships and the impact that these relationships have on society. The research is brought to life with compelling personal stories from fathers and daughters, including well known celebrities and politicians. Controversial questions engage the reader and film lists and website resources demonstrate the relevance of the research. Boxed quizzes and questionnaires show students how the research can be applied to their own lives while others highlight the relationships between actual fathers and daughters. Bold faced terms, a conclusion, and review questions keep readers focused on the key concepts. How these relationships are often ignored or denigrated in the media and in some mental health and legal systems is examined. The hope is that readers will apply the research to their own families and/or work.

•

what is “good” fathering?

•

how do daughters influence their father’s well-being?

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how do fathers effect their daughters’ social, academic, athletic, and psychological development?

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how are problems such as depression, eating disorders, and teenage pregnancy related to the quality of these relationships?

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how are father-daughter relationships in ethnic and racial groups unique?

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how do incarceration, abuse, gay or lesbian relationships, military service, immigration, and poverty affect fatherdaughter relationships?

Intended as a supplemental text for upper level undergraduate or graduate courses on father-daughter relationships and/ or parenting taught in human development, family studies, psychology, sociology, counseling, social work, and women’s studies, this practical book also appeals to mental health practitioners, social workers, legal professionals, and school counselors interested in these relationships. Contents: Introduction. Fathers, Facts and Fiction. Fathering and Fatherhood. How and Why Fathers Matter. The Mother’s Impact. Divorced Fathers and their Daughters. Fathers and Daughters in Racial and Ethnic Minorities. Difficult and Challenging Relationships.

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Functional Analytic Psychotherapy

Distinctive Features

Mavis Tsai, University of Washington, USA, Robert J. Kohlenberg, formerly at University of Washington, USA, Jonathan W. Kanter, University of Wisconsin–Milwaukee, USA, Gareth I. Holman, University of Washington, USA and Mary Plummer Loudon, in private practice, Washington, USA “The authors have written a highly accessible and cogent account of FAP theory and practice. This book clearly shows how experts in other cognitive behaviour therapies can intergrate FAP strategies and techniques into their own practice, in order to enhance their therapeutic benefits.” - Frank Bond, Goldsmiths, University of London, UK How can I supercharge the therapy I currently use? This volume distils the core principles, methods, and vision of the approach. Each Functional Analytic Psychotherapy (FAP) principle is presented in terms of its intended purpose and is clearly linked to the underlying theory, thus providing clinicians with a straightforward guide for when and how to apply each technique.

March 2012: 168pp. Hb: 978-0-415-60403-1: £50.00/$90.00 £45.00/$81.00 Pb: 978-0-415-60404-8: £9.99/$17.95 £8.99/$16.16

Series: CBT Distinctive Features Published by Routledge

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FAP embraces awareness, courage, and love as integral to the treatment process. Part I of this volume reviews the history of FAP and the basic behavioural principles on which it is based. Part II provides an easy to use step-by-step guide to the application of FAP techniques.

Contents: Part I: Distinctive Theoretical Features of FAP. The Historical Roots of FAP. Appreciations and Misunderstandings of Radical Behaviorism. The Importance of Environments and History. What’s the Function? Understanding the Functions of the Therapist. The Central Role of Reinforcement. Natural versus Arbitrary Reinforcement. Clinically Relevant Behaviors. Emotions and Feelings. Development of the Self. Intimacy and Attachment. Cognitions and Beliefs. Hidden Meaning. The Therapy Relationship is a Real Relationship. Creating a Sacred Space of Trust and Safety. Part II: Distinctive Practical Features of FAP. The Treatment Rationale and the Beginning of Therapy. Assessment and Flexible Case Conceptualization. Use of Therapeutic Rules. Awareness (Rule 1, Rule 4). Courage (Rule 2). Therapeutic Love (Rule 3). Selfdisclosure: Using Your Personal Reactions to Clients. Homework (Rule 5). Talking with Clients (Rule 5). A Logical Therapeutic Interaction in FAP. Openness to Techniques from other Therapies. Termination. Supervision and Training. Ethical Issues and Precautions. The Promise of FAP.

FAP is an approach undergoing a renaissance, and this volume uniquely summarizes the full history, theory, and techniques of FAP, resulting in a handbook perfect for clinicians and graduate students with or without a behavioural background.

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Gender in the Therapy Hour

Voices of Female Clinicians Working with Men Edited by Holly Barlow Sweet, in private practice, Massachusetts, USA This edited book looks at how a variety of female therapists understand men’s issues in the context of their clinical work. Each chapter is written by a female mental health professional and explores how they got involved in men’s issues, case studies and examples from their own practices that illustrate their approach, and their own assessments of what works best with male clients. Topics considered include core treatment issues, such as transference and countertransference, beginning and ending therapy with men, and ethical dilemmas; working in different therapy modalities (group counseling, couples counseling, etc.); and doing therapy with various populations of men, such as violent men, depressed men, and men of different ethnicities. The book will conclude with an edited transcript of a discussion between the authors about their experiences working with male clients, as well as an afterword about the material in the book from the perspective of a male psychologist who is experienced in the area of men’s issues. February 2012: 176pp. Hb: 978-0-415-88551-5: £60.00/$95.00 £54.00/$85.50 Pb: 978-0-415-88552-2: £21.95/$34.95 £19.76/$31.46

Routledge Series on Counseling and Psychotherapy with Boys and Men Published by Routledge

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Contents: Part I: Overview. Sweet, Women Working with Men: Opportunities and Challenges. Part II: Core Treatment Issues. Martin, Starting and Ending Psychotherapy with Men. Logue, Transference, Counter-transference, and Men: A Psychoanalytic Perspective. Vasquez, Ethical Considerations in Working with Men. Part III: Different Modalities of Therapy. Nutt, Couples Counseling. Morse, Practicing Gender-aware Therapy: A New Clinician’s Perspective. Steigmeier, Coaching Men. Part IV: Different Populations of Clients. de las Fuentes, Working with Men of Color: Conversations with the Other Side of Me. Sweet, Therapy with Depressed Men. Oren, Counseling Fathers: It’s a Slam Dunk. Harway, Understanding Men’s Issues: Assessing and Treating Men who Abuse. Newlin, Working with Traditional Men in the Military. Wilbur, Psychotherapy with Older Men. Part IV: Sharing Our Stories. Voices Together: A Conversation Among the Book’s Authors. Rabinowitz, Afterword.

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Handbook of Assessment and Treatment Planning for Psychological Disorders Second Edition

Edited by Martin M. Antony, Ryerson University, Ontario, Canada, and David H. Barlow, Boston University, Massachusetts, USA “For describing the evidence that supports assessment instruments, this book has no equal. It should be required reading for all clinical psychology graduate students and professionals. With new chapter topics including evidencebased practice and psychometrics, this book sets the standard for the rigorous and sophisticated assessment of mental disorders.” - Howard N. Garb, Lackland Air Force Base, Texas, USA “An essential, state-of-the-art resource for practitioners and clinical researchers alike. It is well written and well edited, and provides thorough, detailed coverage of assessment and treatment planning for all major psychological disorders. Up-to-date chapters are authored by premier researchers. The book is notable for its value as a teaching text for graduate students.” - Michelle G. Newman, The Pennsylvania State University, USA December 2011: 706pp. Pb: 978-1-4625-0449-7: £33.95 £30.56

Published by Guilford Press

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Widely regarded as a premier clinical reference, this book provides state-of-the-science tools for conducting effective assessments and using the results to plan and monitor evidence-based interventions. Leading authorities present proven approaches to screening and assessment for specific psychological problems. They offer practical guidance and case examples to help clinicians select the best measures for different populations and assessment purposes. Recommended instruments and procedures are described, including applications for managed care and primary care settings. Many of the chapters feature detailed tables that compare and contrast relevant measures.

New to this edition: • thoroughly updated with new instruments and research findings • chapter on the role of assessment in evidence-based treatment • additional disorder-specific chapter: impulse control disorders • chapter explaining how to evaluate the reliability and validity of a measure. Contents: Part I: Principles and Practice of Evidence-based Assessment. Hunsley, Mash, The Role of Assessment in Evidencebased Practice. Ayearst, Bagby, Evaluating the Psychometric Properties of Psychological Measures. Bufka, Camp, Brief Measures for Screening and Measuring Mental Health Outcomes. Summerfeldt, Kloosterman, Antony, Structured and Semistructured Diagnostic Interviews. Part II: Approaches for Specific Psychological Problems. Morissette, Bitran, Barlow, Panic Disorder and Agoraphobia. McCabe, Ashbaugh, Antony, Specific and Social Phobia. Campbell-Sills, Brown, Generalized Anxiety Disorder. Taylow, Abramowitz, McKay, Obsessive-Compulsive Disorder. Steenkamp, McLean, Arditte, Litz, Exposure to Trauma in Adults. Dozois, Dobson, Depression. Craighead, Smith, Obesity and Eating Disorders. Abbott, Snyder, Couple Distress. Pratt, Mueser, Schizophrenia. Tucker, Murphy, Kertesz, Substance Use Disorders. Widiger, Lowe, Personality Disorders. Tolin, Morrison, Impulse Control Disorders. Josée, Savard, Morin, Insomnia.

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Harm Reduction

Pragmatic Strategies for Managing High-Risk Behaviors Second Edition Edited by G. Alan Marlatt, Mary E. Larimer and Katie Witkiewitz, all at Washington State University, USA “This eloquent, compassionate book outlines pragmatic ways to identify and reduce high-risk behaviors associated with use of a broad spectrum of drugs, including alcohol, amphetamines, cannabis, cocaine, heroin, and tobacco, as well as high-risk sexual behaviors. Tailored strategies designed to meet the needs of diverse cultures and communities are described. This important book is essential reading for workers in the field, and should be compulsory reading for policymakers.” - Frank Ryan, Centre for Mental Health Research, Imperial College London, UK

January 2012: 396pp. Hb: 978-1-4625-0256-1: £30.50 £27.45

Published by Guilford Press

“Harm reduction is a pragmatic approach that meets people ‘where they are at.’ This excellent book brings together researchers and practitioners who have made significant contributions to the growth and acceptance of harm reduction as an integral, viable, and effective approach to minimizing the negative consequences of high-risk behaviors. The second edition provides an updated, expanded review of the current status of harm reduction approaches, their applications, and the evidence that supports them. It is a valuable resource for practitioners and researchers and an essential text for graduate students in addictive behaviors, psychology, and public health.” - Dennis M. Donovan, University of Washington School of Medicine, USA From addictions treatment pioneer G. Alan Marlatt and associates, this is the authoritative work on harm reduction: its principles, strategies, and practical applications. Contributors review programs that have been developed and tested for a range of high-risk behaviors, including problem drinking, tobacco use, illicit drug use, and risky sexual behavior. Flexible, tailored, culturally competent treatment approaches are described for marginalized and underserved

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communities. The volume also explores philosophical and policy-related debates surrounding this growing movement. New to this edition: • reflects significant advances in research and clinical practice, as well as increasing professional acceptance of the harm reduction model • chapters on the current status of the field, harm reduction psychotherapy, and treatment of dual disorders • chapters on additional populations (adolescent drinkers and Hispanic/Latino and Asian American substance users) and an additional substance (cannabis). Contents: Part I: Overview of Harm Reduction. Collins, Clifasefi, Logan, Samples, Somers, Marlatt, Current Status, Historical Highlights, and Basic Principles of Harm Reduction. Tatarsky, Kellogg, Harm Reduction Psychotherapy. Part II: Areas of Concentration in Harm Reduction. Larimer, Dillworth, Neighbors, Lewis, Montoya, Logan, Harm Reduction for Alcohol Problems. Phillips, Heavner, Bergen, Nissen, Tobacco: Untapped Potential for Harm Reduction. Roffman, Stephens, Harm Reduction and Cannabis. Kilmer, Cronce, Hunt, Lee, Reducing Harm Associated with Illicit Drug Use: Opiates, Amphetamines, Cocaine, Steroids, and Other Substances. Andrasik, Lostutter, Harm Reduction for High-risk Sexual Behavior and HIV. Denning, Redefining the Treatment of Dual Disorders. Part III: Harm Reduction and Special Populations. Andrasik, Woods, George, The Need for Culturally Competent Harm Reduction and Relapse Prevention Interventions for African Americans. Blume, Resor, Harm Reduction Among Hispanic and Latino Populations. Osilla, Wong, Zane, Harm Reduction for Asian American and Pacific Islander Populations. Kelly, Adolescent Alcohol-related Harm Reduction: Realities, Innovations, and Challenges. Part IV: The Role of Harm Reduction in U.S. Drug Control Policy. Walthers, Weingardt, Witkiewitz, Marlatt, Harm Reduction and Public Policy.

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Helping Bereaved Children A Handbook for Practitioners Third Edition Edited by Nancy Boyd Webb, Fordham University, New York, USA “This is an essential update and revision for our changing world. Grounded in developmental theory, the book provides detailed and phase-specific guidelines for assessing and helping bereaved children in a variety of contexts. Perhaps the most compelling characteristic of the book is the use of thorough case presentations that illustrate interventions such as sand play, art therapy, storytelling, role play, and puppetry, in individual, family, and group modalities.” - M. Carlean Gilbert, Loyola University Chicago, USA “Renowned scholar and author Nancy Boyd Webb’s revised Handbook is strategically comprehensive in scope and abundant in practice tools. Chapters provide resources for culturally competent, developmentally appropriate child- and family-focused practice.” - Rowena Fong, University of Texas at Austin, USA December 2011: 408pp. Pb: 978-1-4625-0451-0: £19.95 £17.96

Series: Social Work Practice with Children and Families Published by Guilford Press

This acclaimed work describes a range of counseling and therapy approaches for children who have experienced loss. Practitioners and students are given practical strategies for helping preschoolers through to adolescents cope with different forms of bereavement, including death in the family, school, or community. Grounded in research on child therapy, bereavement, trauma, and child development, the volume includes rich case presentations and clearly explains the principles that guide interventions. Eleven reproducible assessment tools and handouts can also be downloaded and printed in a convenient 8½” x 11” size. New to this edition: • significantly revised and updated to reflect new information and approaches; 9 new topics covered

family, deaths connected to natural disasters, and the loss of a pet • additional therapy modalities: Cognitive-Behavioral Therapy and play therapy; conjoint caregiver-child treatment; and bereavement groups and camps • addresses how to help parents and teachers meet bereaved children’s needs. Contents: Part I: Introduction. Webb, The Child and Death. Webb, Assessment of the Bereaved Child. Part II: Death in the Family. Carey, The Death of a Grandparent or a Parent. Davies, Limbo, The Grief of Siblings. Crenshaw, Lee, The Disenfranchised Grief of Children. McCormack, Webb, Suicide in the Family: Helping Child and Adolescent Survivors. McMahon, The Loss and Death of a Pet. Scott, War-related Deaths in the Family. Part III: Death in the School and the Wider World. Bullock, The Terminally Ill Child in School and the Sudden Death of a Teacher. Anewalt, Violent, Traumatic Deaths in Schools and Community Responses. Nader, Children’s and Adolescents’ Exposure to the Mass Violence of War and Terrorism: Role of the Media. Salloum, Deaths Connected to Natural Disasters. Part IV: Interventions with Bereaved Children. Shelby, Cognitive-Behavioral Therapy and Play Therapy for Childhood Trauma and Loss. Van Horn, Conjoint Caregiverchild Treatment Following a Parent’s Death. Ruffin, Zimmerman, Bereavement Groups and Camps for Children: An Interdisciplinary Approach. O’Toole, Storytelling with Bereaved Children. Part V: Help for Counselors, Parents, and Teachers. Maschi, Brown, Professional Self-care and Prevention of Secondary Trauma. Webb, Guidelines to Help Parents and Teachers of Bereaved Children. Resources: Selected Training Programs and Certifications. Suppliers of Play Materials. Bereavement Resources. References on Religious/Cultural/Ethnic Practices Related to Death.

• covers additional types of loss: war-related death in the

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Implementing Response-to-Intervention in Elementary and Secondary Schools Procedures to Assure Scientific-Based Practices Second Edition Matthew K. Burns, University of Minnesota, USA, and Kimberly Gibbons, St. Croix River Education District, Minnesota, USA An update to the bestselling first edition, this practical guidebook for implementing a school-wide Response-toIntervention (RTI) model clearly and concisely presents issues ranging from assessment and decision-making to Tiers I, II, and III interventions. New material includes a chapter on RTI in Early Childhood Settings and a section in each chapter on considerations for secondary schools.

February 2012: 202pp. Pb: 978-0-415-50072-2: £23.95/$37.95 £21.56/$34.16

Contents: Response to Intervention: What It Is and Why We Do It. Assessments Within an RTI System. Data-based Decision Making. Schoolwide Organization to Facilitate RTI. Curriculum and Instruction for All Children: Tier I. Intervention Strategies for a Selected Group: Tier II. Intensive Interventions for Individual Students: Tier III. Implementing RTI Framework in Early Childhood Settings. Frequently Asked Questions Regarding Implementation and Tips for Getting Started.

Series: School-Based Practice in Action Published by Routledge

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Insider’s Guide to Graduate Programs in Clinical and Counseling Psychology 2012/2013 Edition

John C. Norcross, University of Scranton, Pennsylvania, USA, and Michael A. Sayette, University of Pittsburgh, Pennsylvania, USA “Like many other directors of clinical training, I could continue to pull my hair out over the increased individual inquiries regarding how to get into graduate school, or simply refer each individual to the well-written, fact-based latest edition of the Insider’s Guide.” - Sally H. Barlow, Brigham Young University, Utah, USA “There is a definite need for this book, which improves with every edition. Prospective graduate students will significantly increase their chances of gaining admission to clinical doctoral programs when they use this outstanding guide.” - Arnold A. Lazarus, Rutgers University, New Jersey, USA

November 2011: 414pp. Pb: 978-1-60918-932-7: £19.95 £17.96

Published by Guilford Press

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A trusted resource with over 130,000 copies in print, the Insider’s Guide helps students choose – and get into – the graduate clinical and counseling psychology programs that meet their needs. Featuring invaluable planning and decisionmaking worksheets, the book provides complete information on the application process. It presents essential strategies for preparing for graduate school, putting together the strongest possible application materials, and acing the admissions interview. Profiles on more than 300 programs in the United States and Canada include each program’s specializations or tracks, admission requirements, acceptance rates, financial assistance, research areas, and clinical opportunities.

New to this edition: • updates on financial assistance and government-sponsored loans • information on 2011 changes to the Graduate Record Examinations (GRE) format and scoring • introduces the new PCSAS accreditation for doctoral programs in clinical science. Contents: Introducing Clinical and Counseling Psychology. Choosing the Ph.D. or Psy.D. Preparing for Graduate School. Getting Started. Selecting Schools. Applying to Programs. Mastering the Interview. Making Final Decisions. Reports on Combined Psychology Programs. Reports on Individual Clinical Psychology Programs. Reports on Individual Counseling Psychology Programs. Appendix A. Time Line. Appendix B. Worksheet for Choosing Programs. Appendix C. Worksheet for Assessing Program Criteria. Appendix D. Worksheet for Making Final Choices. Appendix E. Research Areas. Appendix F. Specialty Clinics and Practica Sites. Appendix G. Program Concentrations and Tracks.

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Integrated Care

Applying Theory to Practice Edited by Russ Curtis, Western Carolina University, North Carolina, USA, and Eric Christian, Mountain Area Health Education Center, North Carolina, USA This book provides pertinent and practical information about how to create, work, and thrive in an Integrated Care (IC) setting. Unlike other books on the subject, it focuses on the “nuts and bolts” of establishing an IC practice; it also covers material that is often missing from or insufficiently covered in the existing literature. Specific topics discussed include the basics of IC, such as different models and levels of IC and examples of IC initiatives; how to build an IC program, with guidelines for entering and working effectively in a practice, as well as managing the associated economic aspects; ethical issues involved in IC, given the discrepancies between medical and mental health ethical standards; assessment and intervention in IC; cross-cultural and diversity issues in IC; and leadership, consultation, and supervision.

March 2012: 354pp. Hb: 978-0-415-89132-5: £31.95/$49.95 £28.76/$44.96

Published by Routledge

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Contents: Part I: Requisite Knowledge and Skills Needed to Begin Working in Integrated Care. Christian, Curtis, Introduction to Integrated Care. Barrett, Warren, Becoming the Behavioral Health Expert. Curtis, Christian, A Primer in Screening and Assessment. Munger, Curtis, Brief Treatment: A Model for Clinical Guidelines in Integrated Care. DeCristofaro, Pharmacologic Competency. Boice, Ethics in Integrated Care. Robertson, Zeh, Cross Cultural Issues in Integrated Care. Part II: Specialty Areas Within Integrated Care. Buie, Psychiatric Consultation in Integrated Care and Telepsychiatry. D. Teater, M. Teater, Treating Patients with Substance Abuse Issues in Integrated Care. Krall, Pediatric Integrated Care. Thompson, Suicide Screening, Assessment, and Intervention with Adult Patients in Integrated Care. Thompson, Screening, Assessment, and Intervention for Intimate Partner Violence in Integrated Care. Sawyer, Minick, Integrated Care for Returning Members of the Military and their Families. Part III: Helping Integrated Care Professionals Thrive. Pratt, Lamson, Supervision for the Integrated Behavioral Health Provider. Sherlock, Leadership in Integrated Care. Miller, Auxier, Integrated Care Policy. Kessler, Research and Outcomes Tracking Focus in an Integrated Patient-centered Medical Home. Denny, Hardin, Pitts, Curtis, Preparing Graduate Students for Careers in Integrated Care.

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Interactional Coaching Choice-focused Learning at Work

Michael Harvey, founder, Interactional Coaching, London, UK Interactional Coaching is a powerful, one-to-one learning approach, used successfully for over fifteen years, that enables executives to make the choices that work for them. Drawing on existential philosophy, psychotherapy and business theory, interactional coaching uses innovative techniques to help clients identify their best possible choices and effectively put them into practice. Featuring numerous case studies, which integrate theoretical principles with practical tools, Interactional Coaching illustrates: • coaching for vision and other time-related issues • coaching in the personal dimension • coaching interactional strategy and skills • coaching conflicts and dilemmas • coaching creativity and communication • coaching leadership and managerial expertise. February 2012: 280pp. Hb: 978-0-415-61473-3: £55.00/$90.00 £49.50/$81.00 Pb: 978-0-415-61472-6: £16.99/$26.95 £15.29/$24.26

Interactional Coaching is essential reading for anyone interested in a new, comprehensive approach to helping coachees develop the self-knowledge and interpersonal skills necessary for achievement in today’s workplace.

Contents: Part I: Interactional Coaching in Theory and Practice. Introduction to Interactional Coaching: The Choice Business. Performance and Development Coaching: The Case of Julia T. The Interactional Coaching Model: Tools, Techniques, Principles. The Achievement Matrix and the Purposes of Coaching. Part II: Fundamental Coaching Purposes. Coaching for Vision: Knowing What You Want. Coaching Self-knowledge and Awareness: Knowing Who You Are. Coaching Interactional Strategy: Knowing Who to Interact With and How. Part III: Coaching in the Time Dimension. Coaching Transitions: The Past, Present and Future. Coaching Ambiguity and Uncertainty. Part IV: Coaching in the Self Dimension. Coaching Final Choices and Dilemmas. Coaching Confidence. Coaching Action and Inaction. Part V: Coaching in the Dimension of Others. Coaching Practical Interactional Expertise. Coaching Communication Skills. Coaching Around Conflict. Part VI: Coaching Leadership and Managerial Expertise. Coaching Leadership. Coaching Managerial Expertise. Part VII: Other Coaching Purposes. Coaching Creativity and Innovation. Coaching Stress: Reclaiming the Power of Choice. Coaching “Failure”, Relapse and Renewal. The Interactional Coach.

Series: Essential Coaching Skills and Knowledge Published by Routledge

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Jung on Art

The Autonomy of the Creative Drive Tjeu van den Berk, Dutch Jung Association, the Netherlands In this book, Tjeu van den Berk examines C. G. Jung’s personal perspective on art and how his work intensely engages with this theme. It analyses Jung’s profound reflections on artistic considerations such as how we experience art, the specific qualities in the perception of beauty, the nature of the creative process and the aesthetic attitude. Jung on Art considers Jung’s feelings about art simply being ‘art’ rather than reducing it to a moral, political, religious or psychological product. It also discusses Jung’s notion that the artist is only a breeding ground for a piece of art, and once complete, the piece has an independent existence. Topics covered include: • symbolism • the difference between art and aesthetics • Jung’s ideas about himself as an artist • the psychology of art February 2012: 176pp. Hb: 978-0-415-61027-8: £60.00/$99.00 £54.00/$89.10 Pb: 978-0-415-61028-5: £22.99/$36.95 £20.69/$33.26

Published by Routledge

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• Jung’s perspective on modern art and surrealism. This book will be of great interest to all Jungian scholars, as well as those interested in the meeting of Jung and art. Contents: Art Originates from ‘Hidden Memories’. Art, A Product of An ‘Autonomous Complex’. Art is Rooted in a Participation Mystique. Art Reveals Itself in Symbols. Art and Aesthetics Are Not Identical. Jung’s Ideas About Himself as an Artist. A Psychology of Art. Jung’s Perspective on “Modern Art”. Jung Analyses a Surrealist Painting. Epilogue.

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Marriage and Relationship Education What Works and How to Provide It W. Kim Halford, University of Queensland, Australia “This book sets a new high-water mark, not only for therapists, counselors, and their clients, but also for the field itself. While relationship enhancement programs have often lacked strict accountability based on research, Halford’s approach is both clinically relevant and empirically sound. The book details effective assessment and stepped-training procedures with great clarity. Scholarly and accessible, it will have lasting utility for practitioners and students.” - Robert L. Weiss, University of Oregon, USA

December 2011: 299pp. Pb: 978-1-4625-0332-2: £15.95 £14.35

Published by Guilford Press

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“With this comprehensive, beautifully written book, Halford brings the practice of couple relationship education to a whole new level. The program presented here enhances all aspects of couple functioning and includes specific guidance for helping partners initiate relationship behavior changes and sustain them over time. The book features assessment scales and plenty of illustrative vignettes. It will become an instant classic and core text for therapists, pastoral counselors, and other professionals who want to provide couples with the tools to make their love last.” - Peter Fraenkel, The City University of New York, USA, and Ackerman Institute for the Family, USA

assessment tools to help each couple develop their own relationship goals. It includes 35 reproducible handouts and forms. Contents: What is Couple Relationship Education? Why is it Needed? Approaches to Couple Relationship Education and Their Effectiveness. Assessment in an Evidence-based Approach to Couple Relationship Education. Couple CARE Program Overview and Tips for Implementation. Unit 1: Self-change. Unit 2: Communication. Unit 3: Intimacy and Caring. Unit 4: Managing Differences. Unit 5: Sexuality. Unit 6: Looking Ahead.

Grounded in extensive research and clinical experience, this indispensable book addresses the “whats,” “whys,” and “how-tos” of conducting effective marriage and relationship education. Leading authority W. Kim Halford reviews a range of contemporary models and provides an in-depth description of his own approach, Couple CARE. Session-bysession guidelines for therapists show how to help groups or individual couples – including those facing major life changes or stressors – foster closeness and communication, manage conflicts, and prevent common relationship problems. The book also explains how to use commercially available online

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Minding the Child

Mentalization-Based Interventions with Children, Young People and their Families Edited by Nick Midgley, Anna Freud Centre, London, UK, and Ioanna Vrouva, trainee clinical psychologist at University College London, UK What is ‘mentalization’? How can this concept be applied to clinical work with children, young people and families? What will help therapists working with children and families to ‘keep the mind in mind’? Why does it matter if a parent can ‘see themselves from the outside, and their child from the inside?’ Minding the Child considers the implications of the concept of mentalization for a range of therapeutic interventions with children and families. Mentalization, and the empirical research which has supported it, now plays a significant role in a range of psychotherapies for adults. In this book we see how these rich ideas about the development of the self and interpersonal relatedness can help to foster the emotional well-being of children and young people in clinical practice and a range of other settings. With contributions from a range of international experts, the three main sections of the book explore: March 2012: 248pp. Hb: 978-0-415-60523-6: £65.00/$100.00 £58.50/$90.00 Pb: 978-0-415-60525-0: £22.99/$36.95 £20.69/$33.26

Published by Routledge

• the concept of mentalization from a theoretical and research perspective • the value of mentalization-based interventions within child mental health services

Contents: Midgley, Vrouva, Introduction. Part I: The Concept of ‘Mentalization’: Theory and Research. Fonagy, Allison, What is Mentalization? The Concept and its Foundations in Developmental Research. Sharp, Venta, Mentalizing Problems in Children and Adolescents. Vrouva, Target, Ensink, Measuring Mentalizing in Children and Young People. Part II: Clinic-based Interventions. Nijssens, Luyten, Bales, Mentalization-Based Treatment for Parents (MBT-P) with Borderline Personality Disorder and their Infants. Keaveny, Midgley, Asen, Bevington, Fearon, Fonagy, Jennings Hobbs, Wood, Minding the Family Mind: The Development and Initial Evaluation of Mentalization-Based Treatment for Families. Muller, Gerits, Siecker, Mentalization-Based Therapies with Adopted Children and their Families. Rossouw, Self-Harm in Young People: Is MBT the Answer? Part III: Community-based Interventions. Malberg, Thinking and Feeling in the Context of Chronic Illness: A Mentalization-Based Group Intervention with Adolescents. Bevington, Fuggle, Supporting and Enhancing Mentalization in Community Outreach Teams Working with ‘Hard-to-Reach’ Youth: The AMBIT Approach. Twemlow, Fonagy, Sacco, A Developmental Approach to Mentalizing Communities Through the Peaceful Schools Experiment. Lundgaard Bak, ‘Thoughts in Mind’: Promoting Mentalizing Communities for Children.

• the application of mentalizing ideas to work in community settings. Minding the Child will be of particular interest to clinicians and those working therapeutically with children and families, but it will also be of interest to academics and students interested in child and adolescent mental health, developmental psychology and the study of social cognition.

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Neuropsychological Assessment of Work-Related Injuries

Edited by Shane S. Bush, Stony Brook University Medical School, New York, USA, and Grant L. Iverson, University of British Columbia, Canada “Given the paucity of books on the neuropsychological assessment of individuals who have been injured at work, this is a welcome contribution. Neurological and psychological injuries specific to the workplace are summarized. The book succeeds in promoting evidence-based neuropsychological assessments by integrating the latest research and facilitating biopsychosocial understanding. Graduate students and experienced clinicians alike will benefit from the authoritative reviews and guidelines for practice in both clinical and forensic settings.” - Ronald M. Ruff, in private practice, California, USA “Bush, Iverson, and their well-known contributing authors have targeted an area of neuropsychological practice that is important, yet underserved, in terms of books that provide needed guidance. Clinicians will find a diversity of topics relevant to practice with individuals who have – or may have – work-related injuries.” - Jerry J. Sweet, NorthShore University HealthSystem and University of Chicago, USA February 2012: 414pp. Hb: 978-1-4625-0227-1: £43.95 £39.56

Published by Guilford Press

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Unique in its focus, this book provides an evidence-based framework for assessing work-related neurological and psychological injuries. Meeting a key need, chapters address a range of problems encountered in the workplace: traumatic brain injury, sports concussion, electrical injury, exposure to neurotoxic substances, posttraumatic stress, depression, and brain and psychological injuries experienced in combat. Professionals will find the best available tools and strategies for conducting effective, ethical evaluations of injured workers, making diagnostic determinations, considering causality, determining disability status, and offering treatment recommendations. The complexities of consulting to attorneys, government agencies, and insurance companies are also discussed.

Contents: Bush, Iverson, Introduction. Part I: Work-Related Injuries. Iverson, Lange, Traumatic Brain Injury in the Workplace. Lovell, Assessment of Mild Traumatic Brain Injury in the Professional Athlete. Fink, Rog, Bush, Pliskin, Electrical Injury in the Workplace. McCaffrey, Miele, Neurotoxic Exposure Injuries in the Workplace. French, Iverson, Lange, Bryant, Neuropsychological Consequences of Injury in Military Personnel. Part II: Mental Health and Chronic Pain. Rosen, Grunert, Posttraumatic Stress Disorder in the Workplace. Ferguson, Iverson, Langenecker, Young, Depression in the Context of Workplace Injury. McCracken, Thompson, Neuropsychological Aspects of Chronic Pain. Part III: Professional Practice Issues. Lamberty, Neuropsychological Evaluation and Treatment: The Clinician’s Perspective. Bush, Heilbronner, The Neuropsychological IME. Heilbronner, Henry, Neuropsychological Assessment and Consultation in Forensic Practice: A Practical Approach to Work-Related Injuries. Lovejoy, Oakes, The Behavioral Health Provider as a Participant in the Disability Determination Process: Evaluations, Terminology, and Systems. Fraser, Strand, Johnson, Johnson, Applying Neuropsychology in Vocational Rehabilitation Intervention: Issues in Work Access and Work Return. Iverson, Brooks, Holdnack, Evidence-Based Neuropsychological Assessment Following Work-Related Injury.

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New Directions in Sex Therapy Innovations and Alternatives Second Edition Edited by Peggy J. Kleinplatz, University of Ottawa, Ontario, Canada New Directions in Sex Therapy, Second Edition, is founded on the notion that different theoretical perspectives can allow therapists to think broadly about how to deal with sexual concerns. The variety of theoretical orientations represented in this book provides readers with illustrations of how these different models can offer therapists new options in clinical practice, thereby broadening the field of sex therapy. Substantially updated with six new chapters, this second edition still retains the useful clinical illustrations and clear organization that made the book so indispensible to students and practitioners in the field.

March 2012: 388pp. Hb: 978-0-415-88752-6: £25.00/$39.95 £22.50/$35.96

Published by Routledge AVAILABLE AS AN e-INSPECTION COPY

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Maltz, Healing the Sexual Repercussions of Sexual Abuse. Hall, Beyond Forever After: Narrative Therapy with Lesbian Couples. Carballo-Dieguez, Remien, Frasca, HIV Serodiscordant Male Couples: Special Considerations for Sex Therapy. Lev, Sennott, Understanding Gender Nonconformity and Transgender Identity: A Sex Positive Approach. Ogden, Keys to the Sexual Mysteries: An Integrative Model for Exploring Clients’ Stories.

Contents: Kleinplatz, Advancing Sex Therapy or is That the Best You Can Do? Part I: Critiques of Conventional Models of Sex Therapy. Kleinplatz, A Preview of Part I: The Critiques and Their Implications. Apfelbaum, On the Need for a New Direction in Sex Therapy. Tiefer, The “New View” Campaign: A Feminist Critique of Sex Therapy and an Alternate Vision. Brooks, Elder, Sex Therapy for Men: Resolving False Dichotomies. Aanstoos, A Phenomenology of Sexual Experiencing. Joannides, The Challenging Landscape of Problematic Sexual Behaviors, Including “Sexual Addiction” and “Hypersexuality.” Watter, Ethics and Sex Therapy: A Neglected Dimension. Kleinplatz, Is That All There Is? A New Critique of the Goals of Sex Therapy. Part II: New Alternatives/Innovations in Sex Therapy. Kleinplatz, A Preview of Part II: Clinical Alternatives and Innovations. Moser, Devereux, Sexual Medicine, Sex Therapy, and Sexual Health Care. Ellison, Sexual Choreography: “Am I Enjoying This Right Now?” Not “How Am I Doing?” Riber, Cultural Diversity and Sensitivity in Sex Therapy. Shaw, Approaching Your Highest Sexual Function in Relationship: A Reward of Age and Maturity. Miller, Donahey, Feedback Informed Treatment (FIT): Improving the Outcome of Sex Therapy One Person at a Time. Metz, McCarthy, The “Good Enough Sex” (GES) Model: Perspective and Clinical Implications. Mahrer, Goodbye Sex Therapy, Hello Undergoing My Own Transformation. Treadway, Hearts’ Desires.

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Normal Family Processes Growing Diversity and Complexity Fourth Edition Edited by Froma Walsh, The University of Chicago and Chicago Center for Family Health, Illinois, USA “This volume takes another step forward on the trail that Walsh has blazed in the field of family therapy. It captures the breadth and depth of family life like no other book. This is a great text for graduate courses and a joy to read for experienced professionals.” - William M. Pinsof, The Family Institute at Northwestern University, Illinois, USA “There is a reason this book is in its fourth edition – it is simply the most definitive text on this topic on the market today.” - Sean D. Davis, Alliant International University, California, USA

January 2012: 592pp. Hb: 978-1-4625-0255-4: £50.95 £45.86

Published by Guilford Press AVAILABLE AS AN INSPECTION COPY

Widely adopted, this valued course text and practitioner guide has expanded the understanding of family normality and healthy functioning in our increasingly diverse society. The editor and contributors are at the forefront of research and clinical training. They describe the challenges facing contemporary families and ways in which clinicians can promote resilience. With consideration of sociocultural and developmental influences, chapters identify key family processes that nurture and sustain strong bonds in couples; dual-earner, divorced, single-parent, remarried, adoptive, and kinship care families; gay and lesbian families; culturally diverse families; and those coping with adversity, such as trauma, poverty, and chronic illness. New to this edition • reflects important research advances and the changing contexts of family life • additional chapter topics: kinship care, family rituals, evidence-based assessment, and neurobiology • chapters on lesbian and gay families, stepfamilies, gender norms, and spirituality have been fully rewritten.

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Contents: Part I: Overview. Walsh, The New Normal: Diversity and Complexity in 21st-Century Families. Walsh, Clinical Views of Family Normality, Health, and Dysfunction: From Deficit to Strengths Perspective. Part II: Varying Family Forms and Challenges. Driver, Tabares, Shapiro. Gottman, Couple Interaction in Happy and Unhappy Marriages: Gottman Laboratory Studies. Fraenkel, Capstick, Contemporary Two-Parent Families: Navigating Work and Family Challenges. Greene, Anderson, Forgatch, DeGarmo, Hetherington, Risk and Resilience After Divorce. Anderson, The Diversity, Strengths, and Challenges of Single-Parent Households. Pasley, Garneau, Remarriage and Stepfamily Life. Green, Gay and Lesbian Family Life: Risk, Resilience, and Rising Expectations. Engstrom, Family Processes in Kinship Care. Rampage, Eovaldi, Ma, Foy, Bloom, Samuels, Adoptive Families. Part III: Cultural Dimensions in Family Functioning. McGoldrick, Ashton, Culture: A Challenge to Concepts of Normality. Boyd-Franklin, Karger, Intersections of Race, Class, and Poverty: Challenges and Resilience in African American Families. Falicov, Immigrant Family Processes: A Multidimensional Framework. KnudsonMartin, Changing Gender Norms in Families and Society: Toward Equality Amid Complexities. Walsh, The Spiritual Dimension of Family Life. Part IV: Developmental Perspectives on Family Functioning. McGoldrick, Shibusawa, The Family Life Cycle. Walsh, Family Resilience: Strengths Forged through Adversity. P.A. Cowan, C.P. Cowan, Normative Family Transitions, Couple Relationship Quality, and Healthy Child Development. Rolland, Mastering Family Challenges in Serious Illness and Disability. Imber-Black, Family and Community Rituals in the 21st Century. Part V: Advancing Family Systems Research and Practice. Lebow, Stroud, Assessment of Effective Couple and Family Functioning: Prevailing Models and Instruments. Spotts, Unraveling the Complexity of Gene-Environment Interplay and Family Processes. Fishbane, Neurobiology and Family Processes.

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Play-Based Interventions for Children and Adolescents With Autism Spectrum Disorders Edited by Loretta Gallo-Lopez, in private practice, Florida, USA, and Lawrence C. Rubin, St. Thomas University, Florida, USA “Play-Based Interventions for Children and Adolescents With Autism Spectrum Disorders provides new perspectives and creative strategies that will enable children and adolescents with ASDs to improve interpersonal abilities as well as the communication of thoughts, emotions, and personality. It is an excellent book, and I highly recommend it for students and colleagues from a range of disciplines.” - Tony Attwood, author, The Complete Guide to Asperger’s Syndrome

February 2012: 397pp. Hb: 978-0-415-89075-5: £28.99/$44.95 £26.09/$40.46

Published by Routledge

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“This book is inspired and inspiring, timely, optimistic, and practical. The authors share their focused interest, theoretical beliefs, and creative application of varied techniques to help the reader feel better equipped and guided to work with children on the autism spectrum. It is great to find authors who set the context for their work, articulate a consensus of goals, and then convey a virtual quilt of evidence- and practice-informed expressive and behavioral interventions.” - Eliana Gil, Gil Center for Healing and Play, Virginia, USA, and author of Helping Abused and Traumatized Children: Integrating Directive and Nondirective Approaches Play-Based Interventions for Children and Adolescents With Autism Spectrum Disorders explores the most recognized, researched, and practical methods for using play therapy with the increasing number of children diagnosed with Autism Spectrum Disorders (ASDs), and shows clincians how to integrate these methods into their practices. Using a diverse array of play-based approaches, the book brings together the voices of researchers and practicing clinicians who are successfully utilizing play and play-based interventions with children and adolescents on the autism spectrum. It also examines the neurobiological underpinnings of play in children on the autism spectrum and the overall effect of play on neuro-typical and neuro-atypical development. Finally,

through careful integration of theory with real-world clinical case application, each chapter also shows clinicians how to incorporate a particular treatment approach and make it a viable and effective part of their work with this challenging clinical population. Contents: Part I: Foundations. Badenoch, Bogdan, Safety and Connection: The Neurobiology of Play. Rubin, Playing on the Autism Spectrum. Part II: Individualized Play-Based Interventions. VanFleet, Coltea, Helping Children with ASD Through Canineassisted Play Therapy. Bundy-Myrow, Family Theraplay: Connecting with Children on the Autism Spectrum. Gallo-Lopez, From Monologue to Dialogue: The Use of Play and Drama Therapy for Children with Autism Spectrum Disorders. LeGoff, Krauss, Allen, LEGO-based Play Therapy for Improving Social Competence in Children and Adolescents with Autism Spectrum Disorder. Courtney, Touching Autism through Developmental Play Therapy. Ray, Sullivan, Carlson, Relational Intervention: Childcentered Play Therapy with Children on the Autism Spectrum. Green, The Narcissus Myth: Resplendent Reflections, and Self-healing: A Jungian Perspective on Counseling a Child with Asperger’s Syndrome. VanFleet, Communication and Connection: Filial Therapy with Families of Children with ASD. Richardson, The World of Sandtray and the Child on the Autism Spectrum. Part III: Programmatic Play-Based Interventions. Hess, DIR/ Floor Time: A Developmental/Relational Play Therapy Approach Towards the Treatment of Children Impacted by Autism. Solomon, The PLAY Project: A Train-the-Trainer Model of Early Intervention for Children with Autism Spectrum Disorders. Powers-Tricomi, Gallo-Lopez, The ACT Project: Enhancing Social Competence through Drama Therapy and Performance. Part IV: Expressive/ Creative Interventions. Goucher, Art Therapy: Connecting and Communicating with Children on the Autism Spectrum. Walworth, Music Therapy Interventions for Social, Communication, and Emotional Development for Children and Adolescents with Autism Spectrum Disorders. Devereaux, Moving into Relationship: Dance/ Movement Therapy with Children on the Autism Spectrum.

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Play Therapy

The Art of the Relationship Third Edition Garry L. Landreth, University of North Texas, USA Play Therapy: The Art of the Relationship is the newest incarnation of Garry Landreth’s comprehensive text on creating therapeutic relationships with children through play. It details Landreth’s Child Centered Play Therapy model, which stresses the importance of understanding the child’s world and perspective. This approach facilitates the play therapy process while allowing therapist and client to fully connect. Professors who have taught a course based on the previous edition will be pleased to find the core message intact, but updated with a significant body of recent research. Expanded to cover additional topics of interest, the new edition includes:

Contents: About Me, Garry Landreth. The Meaning of Play. History and Development of Play Therapy. A View of Children. ChildCentered Play Therapy. The Play Therapist. Parents as Partners in Play Therapy. The Playroom and Materials. Beginning the Relationship: The Child’s Time. Characteristics of Facilitative Responses. Therapeutic Limit Setting. Typical Problems in Play Therapy and What to Do If… Issues in Play Therapy. Children in Play Therapy. Determining Therapeutic Process and Termination. Intensive and Short-term Play therapy. Research in Play Therapy.

• a full chapter on current research in play therapy • new sections on supervising play therapists, legal and ethical issues and multicultural concerns • 30 new photographs that show the author demonstrating techniques in-session January 2012: 442pp. Hb: 978-0-415-88681-9: £31.95/$49.95 £28.75/$44.95

Published by Routledge AVAILABLE AS AN INSPECTION COPY

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• practical tips for working with parents • instructions on play room set-up and materials • online instructor resources. The Third Edition will feel both familiar and fresh to educators and trainers who have relied on Landreth’s text for years. The guidelines, transcripts, and case examples offered help therapists govern sensitive issues at every stage of the therapeutic process, from the first meeting to the end of the relationship.

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Positive Behavior Support in Secondary Schools A Practical Guide

Ellie L. Young, Paul Caldarella, Michael J. Richardson and K. Richard Young, all at Brigham Young University, Utah, USA “A well-timed, valuable resource for school staff, principals, and district leaders. This highly readable, straightforward book provides pragmatic, functional guidance for implementing an effective PBS system within a school-wide model. Attention to the particular challenges of adolescent development and secondary contexts – along with realistic examples of students and schools – are unique strengths of the book. The authors provide a strong rationale for the use of PBS in middle and high schools, explain the work that must be done to set the stage for (and sustain) effective implementation, and describe implementation across all three tiers of response to intervention. This book would be an excellent text for administrative licensure and school psychology programs or for courses on advanced behavior management for teachers.” - Deanne A. Crone, Centre on Teaching and Learning, University of Oregon, USA December 2011: 158pp. Pb: 978-1-60918-973-0: £23.95 £21.56

Series: Practical Intervention in the Schools Published by Guilford Press

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“This book offers exactly what the title promises – a practical guide that is relevant for secondary settings. Readers will increase their understanding of the ‘what,’ ‘why,’ and ‘how-to’ of implementing PBS. The authors describe useful strategies that are grounded in research, emphasizing the critical importance of collaborating with teachers, administrators, and community stakeholders to enhance the school climate.” - Hank Bohanon, Loyola University Chicago, USA

This much-needed guide shows how to implement Positive Behavior Support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step-by-step through planning, implementing, evaluating, and sustaining schoolwide, smallgroup, and individual interventions. In a large-size format with convenient lay-flat binding, the book includes useful reproducible forms. Contents: Foundational Ideas. Adolescent Needs and Secondary Settings. The Importance of School Climate. Planning for Implementation. Schoolwide Interventions. Monitoring Implementation and Outcomes Using Data. Schoolwide Screening. Targeted Interventions: Tier 2. Individual Interventions: Tier 3. Sustainability and Maintenance.

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Preventing Boundary Violations in Clinical Practice Thomas G. Gutheil and Archie Brodsky, both at Harvard Medical School, Massachusetts, USA “At last, therapists have a clear, comprehensive, practical guide to the boundary decisions facing each of us throughout every course of therapy. Two foremost authorities discuss the full range of boundary issues – time, place, fee, gifts, selfdisclosure, touch, documentation, causes and responses to false complaints, avoiding problems and misunderstandings, and so on-in light of the patient’s condition and needs, benefits and risks, research, legal standards and liabilities, and varying theoretical orientations. No practicing therapist, training program, or expert witness should be without this essential resource.” - Kenneth S. Pope, coauthor of Ethics in Psychotherapy and Counseling: A Practical Guide, Third Edition

December 2011: 340pp. Pb: 978-1-4625-0443-5: £16.95 £15.25

Published by Guilford Press

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“This is an excellent volume. I’m pleased to see that it immediately addresses ‘transference atheists,’ psychotherapists whose theoretical models allow them to pretend that a therapist holds no special power or responsibility in the relationship. The authors’ willingness to make clear that clinical practice of mental health occurs within boundaries – whether one practices CBT, prescribes medication, is covering for the treating provider, or does indepth, transference-based work – is wonderful to encounter. The clarity of the writing makes this book accessible both for beginning therapists and for those of us who are more experienced and think we know better-but often don’t.” - Laura S. Brown, Fremont Community Therapy Project, Washington, USA

What do you do when you run into a patient in a public place? How do you respond when a patient suddenly hugs you at the end of a session? Do you accept a gift that a patient brings to make up for causing you some inconvenience? Questions like these – which virtually all clinicians face at one time or another – have serious clinical, ethical, and legal implications. This authoritative, practical book uses compelling case vignettes to show how a wide range of boundary questions arise and can be responsibly resolved as part of the process of therapy. Coverage includes role reversal, gifts, selfdisclosure, out-of-office encounters, physical contact, and sexual misconduct. Strategies for preventing boundary violations and managing associated legal risks are highlighted. Contents: Introduction. Part I. Foundations. Definitions and Dilemmas. Therapy and its Limits. Part II. Explorations. Role, Time, Place. Money, Services, Gifts. Self-disclosure. Communication and Out-of-office Contacts. Clothing and Physical Contact. Sexual Misconduct. Part III. Implications. What Harms Are Caused? Vulnerabilities. Understandings and Misunderstandings. Liabilities. Prevention. Afterword.

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Professional School Counseling Best Practices for Working in the Schools Third Edition Rosemary A. Thompson, Chesapeake Public Schools, Regent University, Virginia, USA

February 2012: 587pp. Pb: 978-0-415-99849-9: £30.95/$49.95 £27.86/$44.96

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Today’s children and adolescents are constantly facing new and unique challenges, and school counselors must respond to this by expanding their role and function within the school. Rosemary Thompson has created this practical and highly useful guidebook to address these issues, as well as the necessary steps school counselors need to take in order to adapt and effectively deal with them. This revised and expanded edition of Thompson’s invaluable text explores these vital and necessary changes while emphasizing the inherent benefits of and need for professional counseling in our schools, making it an essential resource for every school counselor. Topics addressed include: working with the demographic changes occurring in contemporary society, working with minority and disenfranchised students, the need for social justice in closing achievement gaps, crisis prevention and recovery and academic and career planning. The most recent professional standards set-out by the American School Counselors Association are also included. New to the third edition are chapters covering the ethical and legal issues in school counseling, working with children with disabilities, and understanding and dealing with compassion fatigue.

Contents: Part I: Background, Fundamentals, and Models. History of School Counseling from Guidance Worker to Professional School Counselor and a Standards-based Program Model. Comprehensive Guidance and Counseling Programs (CGCP): A Developmental Approach for Professional School Counseling. The Evolution of Accountability and Three Current Models of Program Evaluation to Close the Achievement Gap Among All Students, Including Minority Students and Children of Poverty. A Profile of Child and Adolescent Well-being: A Call for Action. Part II: Culture, Diversity, Ethics, and Legal Issues. A Profile for Child and Adolescent Well-being: Implications for Primary Prevention and Intervention Initiative with Evidence-based Practices. The Professional School Counselor’s Role: Consulting with Teachers, Parents, and Other Support Personnel. The Professional School Counselor’s Role in Academic and Career Planning. Special Programs for Academically Disenfranchised Students: Promoting Achievement and Advancement of First-Generation College and University Students. Part III: Applications. Children with Disabilities: The Long and Winding Road to a Free and Appropriate Public Education. The Professional School Counselor’s Role in Understanding Cultural Diversity and Sexual Minority Youth. Part IV: Consultation, Accountability, and Self-care. Advocating for the Mental Health Needs of Children and Adolescents. Real Counseling in the Schools: Implementing Solution-Focused Brief Counseling, Problem-solving Groups, Psychoeducational Groups, and Student Success Skills to Meet the Needs of All Students. Crisis Intervention and Crisis Management Strategies for Schoolbased Response Teams. Ethical and Legal Issues for Professional School Counselors. Professional Development and Personal Renewal.

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Psychopathology

Foundations for a Contemporary Understanding Third Edition Edited by James E. Maddux, George Mason University, Virginia, USA, and Barbara A. Winstead, Old Dominion University, Virginia, USA

February 2012: 577pp. Hb: 978-0-415-88790-8: £32.95/$59.95 £29.65/$53.96

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This is the most up-to-date text about the etiology and treatment of the most important psychological disorders. Intended for first-year graduate students in clinical and counseling psychology, the third edition of Psychopathology continues to focus on research and empirically supported information while also challenging students to think critically. The first part of the book is devoted to the issues, ideas, and concepts in psychopathology. These chapters give students a set of conceptual tools that will help them read more thoroughly and critically the second half of the book, which focuses on specific disorders. Each chapter in this section provides a definition, description, and brief history of the disorder it discusses, and outlines theory and research on etiology and empirically supported treatments. The length, organization, content, and level and style of writing are consistently tailored to the audience, and the disorders discussed are the ones most frequently encountered by students in their training and subsequent clinical careers. A new section addresses child and adolescent disorders, while updated sections include dimensional approaches, the biological bases of psychopathology, learning theories, developmental psychopathology, dissociative disorders, mental health and aging, and mood disorders. This valuable teaching tool is not only appropriate for students, but also professionals, who will continue to refer to it as a reference.

Contents: Part I: Thinking about Psychopathology. Maddux, Gosselin, Winstead, Conceptions of Psychopathology: A Social Constructionist Perspective. Smith, Biological Bases of Psychopathology. Lopez, Guarnaccia, Cultural Dimensions of Psychopathology: The Social World’s Impact on Mental Disorders. Winstead, Sanchez, The Role of Gender, Race, and Class in Psychopathology. Widiger, Classification and Diagnosis: Historical Development and Contemporary Issues. Garb, Lillienfeld, Fowler, Psychological Assessment and Clinical Judgment. Stewart, Chambless, Psychotherapy Research. Part II: Common Problems of Adulthood. Williams, Anxiety Disorders. Alloy, LaBelle, Boland, Goldstein, Jenkins, Shapero, Black, Obraztsova, Mood Disorders. Kestler, Bollini, Hochman, Mittal, Walker, Schizophrenia. Presnall, Widiger, Personality Disorders. Gosselin, Sexual Dysfunctions and Disorders. Eifert, Zvolensky, McCormack, Somatoform and Dissociative Disorders. Klostermann, Kelley, Substance Use Disorders. Fiske, Ciliberti, Clegg-Kraynok, Gould, Nardoff, Nardoff, Nazem, Stahl, Mental Health and Aging. Part III: Common Problems of Childhood and Adolescence. Zeman, Suveg, Developmental Psychopathology: Basic Principles. Kimonis, Frick, Externalizing Disorders. Ollendick, Sander, Internalizing Disorders. Martinez, Nellis, White, Language, Learning, and Cognitive Disorders. McFarlane, Trottier, Polivy, Herman, Arsenault, Boivin, Eating Disorders.

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PTSD and Mild Traumatic Brain Injury

Edited by Jennifer J. Vasterling, Boston Healthcare System and Boston University School of Medicine, Massachusetts, USA, Richard A. Bryant, University of New South Wales, Sydney, Australia, and Terence M. Keane Boston Healthcare System and Boston University, Massachusetts, USA “Vasterling, Bryant, and Keane have assembled an outstanding group of experts to provide a conceptual, scientific, and clinical overview of this daunting challenge. Co-occurring PTSD and mTBI unfortunately has emerged as a common problem for many service members and veterans in recent years. Since PTSD and mTBI affect one another, it is imperative that clinicians treat them concurrently, and do so within a multidisciplinary context. This book provides a thoughtful, comprehensive review of what we know, what we don’t know, and what we need to do to fill in the blanks. It should be mandatory reading for anyone in the field.” - Matthew J. Friedman, Dartmouth Medical School, New Hampshire, USA

March 2012: 308pp. Hb: 978-1-4625-0338-4: £40.95 £36.86

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“Clinicians and scientists alike are certain to welcome this volume, which meets a real need in presenting a comprehensive review of the basic and clinical science of PTSD and mTBI. The biopsychosocial conceptual framework provides a perfect translational bridge to evidence-based clinical management. The book will rapidly become the reference of choice for clinicians facing the complexities of these two conditions and for students in the neurosciences.” - Michael McCrea, Medical College of Wisconsin, USA Events that lead to traumatic brain injury are often also psychologically traumatic. Addressing a growing need among mental health practitioners, this authoritative book brings together experts in both posttraumatic stress disorder (PTSD) and mild traumatic brain injury (mTBI). Chapters present empirically-based best practices for conceptualization, assessment, and intervention. The book also addresses the biological and psychosocial mechanisms by which PTSD and mTBI complicate each other;

management of commonly associated conditions, including chronic pain and substance abuse; special considerations in military contexts; and possible ways to improve the structure and cost-effectiveness of providing care in this challenging area. Contents: Part I: Introduction. Vasterling, Bryant, Keane, Understanding the Interface of Traumatic Stress and Mild Traumatic Brain Injury: Background and Conceptual Framework. Part II: Clinical Presentations and Mechanisms. Bigler, Maxwell, Understanding Mild Traumatic Brain Injury: Neuropathology and Neuroimaging. Iverson, A Biopsychosocial Conceptualization of Poor Outcome from Mild Traumatic Brain Injury. Hayes, Gilbertson, Understanding Posttraumatic Stress Disorder: Implications for Comorbid Posttraumatic Stress Disorder and Mild Traumatic Brain Injury. Verfaellie, Amick, Vasterling, Effects of Traumatic Brain Injury – Associated Neurocognitive Alterations on Posttraumatic Stress Disorder. Part III: Commonly Associated Conditions. Otis, Fortier, Keane, Chronic Pain. Najavits, Highley, Dolan, Fee, Substance Use Disorder. Part IV: Clinical Management. Ulloa, Marx, Vanderploeg, Vasterling, Assessment. Elhai, Sweet, Guidotti Breting, Kaloupek, Assessment in Contexts That Threaten Response Validity. Ponsford, Treatment of Mild Traumatic Brain Injury. Bryant, Litz, Treatment of Posttraumatic Stress Disorder Following Mild Traumatic Brain Injury. Bryant, Castro, Iverson, Implications for Service Delivery in the Military. Hendricks, M. Krengel, Iverson, Kimerling, Tun, Amara, Lew, Estimating the Costs of Care. Part V: Conclusions. Vasterling, Bryant, Keane, Understanding the Interface of Traumatic Stress and Mild Traumatic Brain Injury: Future Directions in Science and Clinical Practice.

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Record Keeping in Psychotherapy and Counseling Protecting Confidentiality and the Professional Relationship Second Edition Ellen T. Luepker, University of Minnesota, USA “Ellen Luepker gives her readers the best of both worlds – a masterful synthesis of contemporary regulatory requirements grounded in clinical sensitivity and wisdom.” - Jon G. Allen, Baylor College of Medicine, Texas, USA “I have used the first edition for years to teach therapists and case managers the basics of good record keeping, and this new edition updates and adds depth…The chapter on ‘Teaching Record Keeping’ should be required reading for every social work and counseling school in the country. This is must reading for anyone who is called to court to testify or who wishes to become an expert witness or develop a forensic practice.” - R. Keith Myers, University of Washington School of Social Work, USA February 2012: 326pp. Pb: 978-0-415-89261-2: £21.99/$34.95 £19.79/$31.46

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“Ellen Luepker’s work provides a remarkably complete and readable volume on the current processes concerned with clinical record-keeping and confidentiality. Whether a student, teacher or clinician, this book is a must-have resource for practice information.” - Barbara Berger, Institute for Clinical Social Work, Illinois, USA Record Keeping in Psychotherapy and Counseling provides an essential framework for understanding record keeping within legal, ethical, supervisory, and clinical contexts. Compelling case examples identify dilemmas and strategies in protecting confidentiality. More than a simple reference book, this text introduces the concept of using records as therapeutic tools to strengthen the therapeutic relationship and facilitate clinical supervision. Appendices and an accompanying CD offer sample forms. A reader-friendly

style makes this new edition appropriate for undergraduate and graduate students. New material on electronic records, the impact of electronic communication, and practitioners’ experiences with implementing the Health Insurance Portability and Accountability Act bring this book up to date. Everyone from students to seasoned practitioners will continue to rely on it for protecting themselves, their patients, and their trainees. Contents: Purpose of Clinical Records. Documenting Informed Consent. Characteristics and Contents of Good Records. Confidentiality in an Electronic Age. Exceptions to Confidentiality. Developing Policies and Procedures for Protecting Confidentiality and Managing Exceptions in an Electronic Era. Boundary Challenges: Impact of Electronic Communications on the Therapeutic Relationship. Retaining and Destroying Inactive Records. Using Patients’ Records as Therapeutic Tools. Clinical Supervision Records. Teaching Record Keeping. Psychotherapists and Records in the Legal System. Planning for Interruptions or Closures of Psychotherapy Practices. Epilogue. Appendix A: Sample Client/Patient Information Form. Appendix B: Sample Treatment Plan Form. Appendix C: Sample Revised Treatment Plan Form. Appendix D: Sample Closing Summary Form. Appendix E: Sample Consent for Treatment of Minor Child Form. Appendix F: Sample Authorization for Release of Information Form. Appendix G: Sample Clinical Supervision Contract. Appendix H: Sample Informed Consent Statement for Mental Health Evaluation in a Personal Injury Case. Appendix I: Sample Letter from a Therapist to a Judge in a Child Custody Case. Appendix J: List of Selected Professional Organizations and their Web Sites. Appendix K: Contents of Accompanying CD.

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RTI Applications

Academic and Behavioral Interventions Volume 1 Matthew K. Burns, University of Minnesota, USA, T. Chris Riley-Tillman, University of Missouri, USA, and Amanda M. VanDerHeyden, Education Research and Consulting, Alabama, USA “The authors provide an excellent framework for selecting academic and behavioral interventions. The use of the ‘instructional hierarchy’ will help educators make theorybased decisions that will enhance practice. This is a valuable tool for school-based practitioners, university educators, and students. Providing many hands-on examples, the book would serve well as a text in practicum classes focused on academic or behavioral interventions.” - Mike Vanderwood, University of California, USA

March 2012: 226pp. Pb: 978-1-4625-0354-4: £23.95 Series: Practical Intervention in the Schools Published by Guilford Press

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Contents: Introduction. Matching the “Right” Intervention to the Student. Selecting Group Interventions: Identifying a Classwide Problem. Whole-school Behavioral Interventions. Small-group Academic Interventions. Classwide/Small-group Behavioral Interventions. Academic Acquisition Interventions. Behavioral Acquisition Interventions. Academic Fluency-building Interventions. Behavioral Proficiency-building Interventions. Maintenance and Generalization of Behavioral Interventions. Maintenance and Generalization of Academic Interventions. Putting It All Together.

“Filling a gap in the literature, this exceptional book comprehensively describes how effective academic and behavioral interventions can be selected within a RTI framework. Step-by-step guidelines and case examples illustrate how to select interventions and assess intervention effectiveness and fidelity. This book is essential reading for school-based professionals using RTI, as well as for university training programs in school psychology, education, and special education.” - Tanya L. Eckert, Syracuse University, New York, USA This book addresses a crucial aspect of sustaining a Response-to-Intervention (RTI) framework in a school: selecting interventions with the greatest likelihood of success and implementing them with integrity. Leading RTI experts explain how to match interventions to students’ proficiency levels, drawing on cutting-edge research about the stages of learning. Effective academic and behavioral interventions for all three tiers of RTI are described in step-by-step detail and illustrated with vivid case examples. In a large-size format with lay-flat binding for easy photocopying, the book features more than 40 reproducible planning tools and other helpful forms.

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Sexual Awareness

Your Guide to Healthy Couple Sexuality Fifth Edition Barry McCarthy, Washington Psychological Center, USA, and Emily McCarthy, author, USA Praise for the previous edition: “No matter who reads [the Sexual Awareness series], they’ll be getting the best books in the crowded sex-ed field. The McCarthys are knowledgeable, tolerant, and practical – qualities that give their efforts great authority.” - Booklist “Sexual Awareness is well-written and worthwhile...The explicit illustrations complement the text...[which] is clear, supportive and highly informative.” - Journal of Sex Education and Therapy “The McCarthys deal deftly and compassionately with serious problems... The content is substantive and free of biases... useful to a wide audience who will gain from concrete and sensible advice that will foster rewarding behavior.” - Siecus Reports

March 2012: 264pp. Pb: 978-0-415-89643-6: £10.99/$18.95 £9.89/$17.06

Published by Routledge

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Contents: Introduction. Enhancing Sexual Awareness: Getting Started. Re-awakening Your Sexuality: Non-genital Pleasuring. Whole Body Touch: Genital Pleasuring. Self-exploration and Masturbation. Non-demand Pleasuring: The Key to Sexual Intimacy. Developing Your Couple Sexual Style. Bridges to Sexual Desire. Erotic Scenarios and Techniques. Pleasuring, Eroticism, and Intercourse. Sexuality and Aging. Your Sexual Voice. Couple Sexual Desire. Female Pleasure and Eroticism. Female Sexuality: Becoming Orgasmic. Dealing with Female Sexual Pain. Arousal and Erection. Learning Ejaculatory Control. Confronting Ejaculatory Inhibition. Relapse Prevention: Maintaining Resilient Couple Sexuality.

The new mantra in sex therapy includes desire, pleasure, eroticism, and satisfaction. In Sexual Awareness, veteran authors Barry and Emily McCarthy provide psychological, biological, and relational information, guidelines, and case studies that model health sexuality. Centered around the psychobiosocial model that integrates the relation between the mind, body, and society, this practical and plainspoken guide will teach couples to enhance desire, enjoy pleasureoriented touch, and integrate eroticism and intercourse. The authors also confront sexual dysfunction and include a final chapter on relapse prevention in this interactive text filled with exercises and case studies.

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Sex Matters for Women

A Complete Guide to Taking Care of Your Sexual Self Second Edition Sallie Foley, University of Michigan School of Social Work, USA, Sally A. Kope, in private practice, USA, and Dennis P. Sugrue, University of Michigan Medical School, USA “The most comprehensive book on women’s sexual health I have ever read. The clear, positive information and the suggested exercises cover all aspects of women’s sexuality and offer ways for women to take charge of their sexual selves. The second edition features new information and resources, offered in a supportive and affirming manner, which will help readers develop sexual comfort, confidence, and satisfaction. A ‘must read’ for women of all ages.” - Beverly Whipple, coauthor of The G Spot and The Science of Orgasm “This second edition takes a classic book on female sexuality to another level... With a focus on female sexual satisfaction and pleasure, this book is a ‘must have’ for women of all ages and backgrounds. I can’t wait to share it with my daughter!” - Hilda Hutcherson, author of What Your Mother Never Told You About Sex January 2012: 449pp. Hb: 978-1-60918-999-0: £26.95 £24.26 Pb: 978-1-60918-469-8: £11.95 £10.75

Published by Guilford Press

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updated, and with a greater focus on positive psychology and resilience, the second edition features expanded discussions of sexual response, male sexuality, sexually transmitted infections, and lesbian sexuality. Contents: Part I: Knowing Your Sexual Story. Every Story Has a Beginning. Adult Sexuality: A Lifelong Story. Part II: Understanding Your Body. Your Body. Sexual Response. Reproduction and Beyond. Part III: Making Peace with Your Body. Body Image. Illness and Disability. When Sex Causes Pain. Sexually Transmitted Infections. Trauma. Part IV: Creating a Better Sexual Relationship. Male Sexuality. Relationship Matters in Satisfying Sex. Developing Sexual Comfort, Confidence, and Satisfaction. Enhancing Your Sexual Health. Strengthening Your Sexual Relationship. Overcoming Sexual Difficulties. Seeking Help: Sex Therapy. Suggested Resources.

Women today are more knowledgeable about sex than ever before – but many still struggle with sexual myths, selfdoubt, and “embarrassing” questions. This trusted book has already helped many thousands of women understand how their bodies work and take charge of their sexuality. The authors are experienced therapists who present solid, science-based information on the topics women are talking about and those that aren’t discussed enough – from how to have more satisfying sex to questions about hormones, anatomy, relationships, body image, and trauma. Empowering exercises foster self-discovery and self-confidence. Fully

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Social Class and the Helping Professions

A Clinician’s Guide to Navigating the Landscape of Class in America Edited by Debbie C. Sturm, James Madison University, Virginia, USA, and Donna M. Gibson, University of South Carolina, USA

March 2012: 296pp. Hb: 978-0-415-89365-7: £24.95/$34.95 £22.46/$31.46

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This book provides a comprehensive examination of the intersection of social class and the helping professions, including examinations of the role of social class in American culture, classism, social class and mental health, and the American Dream. It will be a valuable tool for practitioners in a variety of mental health professions, providing a clearer understanding of social class as it relates to themselves and their clients. The first section contains an introduction to the global, historical, and sociological aspects of class and an in-depth look at urban and rural poverty, the middle class, and the upper class and economic privilege. The reader will find not only an examination of these social constructs, but also an opportunity to examine their own experience with social class. The next section brings the reader into the world of their clients in more specific ways, examining the role social class plays in mental health and mental health counseling, in the family structure and in counseling families, and in the experiences people have throughout the educational process and in schools. Finally, the last section of the book discusses specific techniques and models to use in the reader’s clinical practice, including how to assess clients’ experiences of class and classism and how these experiences have shaped their worldview and view of the self. Case studies throughout demonstrate fair and accurate diagnosis, assessment, and treatment.

Contents: Part I: West-Olatunji, Gibson, A Global and Historical Introduction to Social Class. Staton, Evans, Lucey, Understanding Social Class in the US. Sifford, Pressley, Poverty (Urban and Rural). Sturm, Slaughter, Middle Class America. Furr, Briggs, Magnus, Understanding Wealth and Privilege. Part II: Spurgeon, The Intersection of Class and Race. Dollarhide, Chasing the American Dream: Class and Career Counseling. C. Sheperis, D. Sheperis, Social Class and Mental Health. Martin, McKeown, Sturm, Social Class and the Family. Biles, Mphande, Stroud, Social Class and the Schools: Beyond Ruby Payne. Part III: Abrams, Ceballos, Exploring Classism and Internalized Classism. Foss, Generali, The CARE Model for Working with People in Poverty. Rapsirada, Foss, The Role of Social Class in Assessment, Diagnosis, and Treatment Planning. Gibson, Jones, Advocacy Competency: The Helping Professional’s Role in Addressing Issues of Social Class.

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Systematic Screenings of Behavior to Support Instruction From Preschool to High School Kathleen Lynne Lane, University of North Carolina, USA, Holly Mariah Menzies, California State University, USA, Wendy Peia Oakes, Vanderbilt University, Tennessee, USA, and Jemma Robertson Kalberg, California, USA “As a former university instructor and teacher of children with behavior disorders, my favorite part of this valuable book is the attention given to the ‘how-tos.’ There are other books that describe the technical aspects of these measures, but Lane et al. provide specific guidance about how to use the instruments in real settings; choose the instrument that meets your need; administer and score each measure; and, most important, use the information to improve outcomes for children. The school illustrations and the decision-making table further strengthen the quality and utility of this one-stop resource.” - Renee Bradley, special educator, USA

February 2012: 260pp. Hb: 978-1-4625-0342-1: £36.95 £33.26 Pb: 978-1-4625-0336-0: £23.95 £21.56

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“Lane is an accomplished special educator and scholar, and it shows – she and her coauthors have written an easy-toread, insightful guide to the best children’s behavior screening measures on the market today. This book is ideal for practitioners and graduate students preparing to deliver multitiered interventions in schools, as well as for experienced researchers looking for an up-to-date analysis of tools for efficiently and effectively identifying students with behavior problems. It is simply the best book on behavior screening tools and practices for educators that I have read.” - Stephen N. Elliott, Arizona State University, USA

“Every school should use systematic screening for behavior problems so that positive behavioral support can be provided for students who need it. Every school can, and this book tells them why and how. The authors detail how schools can be improved by improving what goes on in them. They describe a kind of school reform that will make a substantive difference.” - James M. Kauffman, University of Virginia, USA Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools. The authors show how systematic screenings of behavior – used in conjunction with academic data – can enhance teachers’ ability to teach and support all students within a response-to-intervention framework. Chapters review reliable, valid screening measures for all grade levels, discuss their strengths and weaknesses, and explain how to administer, score, and interpret them. Practitioners get helpful guidance for evaluating their school’s needs and resources and making sound choices about which tools to adopt. Contents: Systematic Screenings of Behavior to Support Instruction: An Overview. Systematic Screening for Behavior Disorders. Early Screening Project: A Proven Child Find Process. Student Risk Screening Scale. Strengths and Difficulties Questionnaire. BASC-2 Behavior and Emotional Screening System. Social Skills Improvement System: Performance Screening Guide. Getting Started: A Few Concluding Thoughts to Guide the Decisionmaking Process.

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Teacher’s Guide to ADHD

Robert Reid, University of Nebraska–Lincoln, USA, and Joseph Johnson, University of Wisconsin–La Crosse, USA “This book sets a new standard. Reid and Johnson do a superb job of translating current ADHD theory and research into practical, step-by-step recommendations for educators. The book dispels common myths while providing accurate, up-to-date information. Everything teachers need to know about ADHD is covered, including the use of functional assessment to design effective behavioral interventions and strategies for addressing academic and social difficulties and enhancing student self-regulation. This is an outstanding guide for general and special education teachers at any stage of their careers, and will be a useful text in teacher preparation programs.” - George J. DuPaul, Department of Education and Human Services, Lehigh University, USA

November 2011: 274pp. Hb: 978-1-60918-980-8: £33.95 £30.56 Pb: 978-1-60918-979-2: £18.95 £17.06

Series: What Works for Special-Needs Learners Published by Guilford Press

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“Given the prevalence of ADHD and the trend toward including these students in general education classrooms, virtually every teacher has one or more students with ADHD. Most teachers, through no fault of their own, are not equipped to deal with the complexities of managing the behavior and learning problems that such students present. Fortunately, this book does just what the title suggests – it guides the teacher toward creating more productive learning environments for students with ADHD. Drawing on the most current theory and research, Reid and Johnson present with clarity what teachers need to do to help students with ADHD achieve their academic and social potentials.” - Daniel P. Hallahan, Charles S. Robb Professor of Education and Director of Doctoral Studies, Curry School of Education, University of Virginia, USA

Meeting a key need for teachers, this book provides practical, data-based tools for helping students with attention-deficit/ hyperactivity disorder (ADHD) succeed in the classroom. The authors combine instructional expertise with extensive knowledge about the nature and treatment of ADHD. Coverage includes ways to support students and teach them needed strategies in core areas: academic skills, behavior, self-regulation, and social skills. Step-by-step instructions and concrete examples help teachers implement effective interventions and accommodations. The book also offers crucial guidance for teaming with other school professionals and with parents. Contents: Introduction. What Is ADHD? Assessment of ADHD. ADHD in the Schools. School-Based Treatment for ADHD. Working with Parents. Medication. Functional Assessment. Behavior Management. Academics and ADHD. Self-Regulation Strategies. Survival Skills.

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The Compassion Fatigue Workbook

Creative Tools for Transforming Compassion Fatigue and Vicarious Traumatization Françoise Mathieu, Compassion Fatigue Solutions, Ontario, Canada

December 2011: 179pp. Pb: 978-0-415-89790-7: £24.99/$39.95 £22.49/$35.96

Series: Psychosocial Stress Published by Routledge AVAILABLE AS AN e-INSPECTION COPY

“I could not be more delighted to see the publication of Françoise Mathieu’s Compassion Fatigue Workbook. This comprehensive, engagingly written Workbook is full of accessible, compassionate tools and information that will provide immediate relief for every helper.” - Babette Rothschild, author of Help for the Helper: The Psychophysiology of Compassion Fatigue and Vicarious Trauma

and the military. In addition to a comprehensive description of compassion fatigue and vicarious traumatization, The Compassion Fatigue Workbook leads the reader through experiential activities designed to target specific areas in their personal and professional lives. It provides concrete strategies to help the reader develop a personalized plan for identifying and transforming compassion fatigue and vicarious traumatization.

“Françoise Mathieu’s writing is wonderful: she speaks from the heart, practitioner to practitioner, about the stressors and strains of human service work, particularly those that come from prolonged regular work with traumatized patients and clients. This is a book you help write by yourself and about yourself. That’s why it is the workbook for trauma work.” - Charles R. Figley, Tulane University, Louisiana, USA, and author of Treating Compassion Fatigue

Topics covered include:

“I am so grateful to Françoise for choosing to write this. The insight, humor, and wisdom found within offer the reader abundant choices on how to work and live sustainably. This Workbook will be of great service for individuals, organizations, and institutions for years to come.” - Laura van Dernoot Lipsky, trauma worker and coauthor of Trauma Stewardship: An Everyday Guide to Caring for Self While Caring for Others The Compassion Fatigue Workbook is a lifeline for any mental-health professional facing the physical and emotional exhaustion that can shadow work in the helping professions. Since 2001 the activities in this Workbook have helped thousands of helpers in the fields of healthcare, community mental health, correctional services, education

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• understanding compassion fatigue and vicarious trauma • symptom checklist • targeting areas for strategic planning • understanding warning signs • assessing contributing factors • evaluating self-care • identifying triggers • solutions: personal, professional and organizational strategies. Contents: Introduction. Understanding the Cost of Caring. Strategy Number One: Low-impact Debriefing. Signs and Symptoms of Compassion Fatigue and Vicarious Trauma. Contributing Factors: Understanding How Your Current Job is Impacting You. Addressing Compassion Fatigue: Strategies. Step One – Take Stock: Track Your Stressors at Home and at Work. Step Two – Enhancing Self-Care and Work/Life Balance. Step Three – Developing CF Resiliency Through Relaxation Training and Stress Reduction Techniques. Step Four – Making a Commitment to Change. Reconnecting with the Rewards of the Work. Conclusion. Recommended Readings.

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The Construction of the Self

Developmental and Sociocultural Foundations Second Edition Susan Harter, University of Denver, USA

March 2012: 440pp. Hb: 978-1-4625-0297-4: £36.95 £33.26

Published by Guilford Press

“Harter surveys the struggle for a sense of identity and worth that individuals face from youth to old age. She offers an in-depth description of how families and cultures shape our self-concepts, and how so many of these adopted identities hamper personal growth and connectedness. On topics from motivation to mindfulness, this second edition offers both solid wisdom and new insights. Harter is truly one of developmental psychology’s luminaries.” - Richard M. Ryan, University of Rochester, New York, USA “In The Construction of the Self, Second Edition, Harter shows again why she has been the preeminent scholar in child and adolescent development for over four decades. Weaving together new theoretical insights with a far-ranging review of diverse research literatures, Harter provides a masterful look at the processes through which cognitive changes and personal experiences combine to influence selfviews, which in turn underlie broader patterns of social and psychological development. Harter’s perspectives on adaptive and maladaptive trajectories of self development provide an important framework for promoting self-views that buttress positive relationships and psychological well-being.” - Mark R. Leary, Duke University, North Carolina, USA An important work from a leading scholar, this book explores self-development from early childhood to adulthood. Susan Harter traces the normative stages that define the emergence of many self-processes, including self-esteem. She also addresses individual differences and societal influences on self-development. Presenting pioneering empirical research, Harter shows that increasingly mature features of the self have both benefits and liabilities for psychological adjustment.

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The book highlights the causes and consequences of different types of self-representations, including those that are unrealistically negative or positive. New to this edition: • reflects over a decade of conceptual, empirical, and methodological advances • provides a broader sociocultural framework for understanding self development • chapters on emerging adulthood, self-esteem and physical appearance, self-processes in the classroom, motivation, cross-cultural issues, and the quest for authenticity • expanded chapters on childhood; adolescence; and the self-conscious emotions, including humiliation • increased attention to the liabilities of our contemporary preoccupation with the self. Contents: Bukowski, Foreword. Introduction: A Contemporary Approach to Self-development. Developmental Differences in Self-representations During Childhood. Developmental Differences in Self-representations During Adolescence. Selfprocesses During Emerging Adulthood. The Inextricable Link Between Perceived Physical Appearance and Self-Esteem. Self-conscious Emotions. Self-processes and Motivation in the Classroom. Cross-Cultural and Multicultural Considerations. Reconsidering the Self: In Search of Authenticity.

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The Dark Ground of Spirit

Schelling and the Unconscious

S. J. McGrath, Memorial University of Newfoundland, Canada “Rarely has Schelling been written about with such clarity and passion: McGrath’s careful research clinches the argument that the theosophical tradition of Boehme as received by Schellingian philosophy constitutes the root of the unconscious.” - Paul Bishop, University of Glasgow, UK “This book deals with Schelling’s theory of the unconscious and examines its complex, critical relations to psychoanalysis and psychology, showing that it constitutes a theory of mental health, an entire psychology, which stands on its own. Moreover, it demonstrates the centrality not only of theology but also of the esoteric tradition in Schelling’s philosophy, and carefully traces the development of his thought in that essential context.” - Professor James Bradley, Memorial University, New foundland, Canada

February 2012: 232pp. Hb: 978-0-415-49209-6: £60.00/$99.00 £54.00/$89.10 Pb: 978-0-415-49212-6: £22.99/$36.95 £20.69/$33.26

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“McGrath’s The Dark Ground of Spirit is among the most imaginative, original, at times exhilarating, studies of Schelling to appear in recent years. Although he carefully charts the full historical trajectory, including the difficult late work on philosophical religion, of what he calls Schelling’s ‘style’ of thinking, he does so in order to carefully unpack the problem of the unconsciousness. This allows him to make a powerful case for a uniquely Schellingian style of psychoanalysis. McGrath’s pursuit of what Schelling’s student Schubert felicitously dubbed the ‘night-side of nature’ performs a delicate bi-directional hermeneutic. On the one hand, McGrath contextualizes the work of Schelling in relationship to Boehme, Baader, and other indispensable thinkers, giving us a fuller sense of Schelling’s fundamental philosophical impulse. On the other hand, this is an expansive work of ‘hermeneutical refraction,’ carrying Schelling’s ‘thought forward into contexts that it does not and cannot anticipate.’ Contrasting Schelling with Freud, Jung, and Lacan, McGrath discovers a ‘theory of the libido in its own right.” - Jason Wirth, Seattle University, Washington, USA

Friedrich Wilhelm Joseph Schelling is widely regarded as one of the most difficult and influential of German philosophers. In this book, S. J. McGrath not only makes Schelling’s ideas accessible to a general audience, he uncovers the romantic philosopher’s seminal role as the creator of a concept which shaped and defined late nineteenth- and early twentiethcentury psychology: the concept of the unconscious. McGrath shows how the unconscious originally functioned in Schelling’s philosophy as a bridge between nature and spirit. Before Freud revised the concept to fit his psychopathology, the unconscious was understood largely along Schellingian lines as primarily a source of creative power. Schelling’s life-long effort to understand intuitive and non-reflective forms of intelligence in nature, humankind and the divine has been revitalised by Jungians, as well as by archetypal and trans-personal psychologists. With the new interest in the unconscious today, Schelling’s ideas have never been more relevant. The Dark Ground of Spirit will therefore be essential reading for those involved in psychoanalysis, analytical psychology and philosophy, as well as anyone with an interest in the history of ideas. Contents: Introduction. Tending the Dark Fire: The Bohemian Notion of Drive. The Night-side of Nature: The Early Schellingian Unconscious. The Speculative Psychology of Dissociation: The Later Schellingian Unconscious. Schellingian Libido Theory. Appendix: The Metaphysical Foundations of Schellingian Psychology.

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The Human Quest for Meaning Theories, Research, and Applications Second Edition Edited by Paul T. P. Wong, Tyndale University, Ontario, Canada “The human heart is a meaning-making organ. Living meaningfully with intention is a fulcrum that can counter the gravity of any predicament. In The Human Quest for Meaning a host of old pros provide the theory, research, and methods of meaning-centered practice.” - Jeffrey K. Zeig, The Milton H. Erickson Foundation, Arizona, USA What is the meaning of life? This is one of the most persistent and significant questions ever asked. People routinely search for purposeful relationships and work, but find it difficult to answer what is personally meaningful. The second edition of The Human Quest for Meaning, with 21 new and revised chapters, clarifies the different types and components of meaning. It brings together trends in the “human search for meaning,” and examines the process of purpose-seeking through multiple perspectives, such as positive psychology, self-determination, and integrative. The contributors also address threats to meaning and meaning-centered interventions, making this the most comprehensive text available for meaning-oriented research and applications.

February 2012: 766pp. Hb: 978-0-415-87677-3: £38.95/$74.95 £35.06/$67.46

Series: Personality and Clinical Psychology Published by Routledge AVAILABLE AS AN e-INSPECTION COPY

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Contents: Lopez, Foreword. Part I: Theories. Wong, Towards a Dual-system Model of What Makes Life Worth Living. Klinger, The Search for Meaning in Evolutionary Perspective and its Clinical Implications. Maddi, Creating Meaning Through Making Decisions. Weinstein, Ryan, Deci, Motivation, Meaning and Wellness: A Selfdetermination Perspective on the Creation and Internalization of Personal Meanings and Life Goals. McAdam, Meaning and Personality. King, Hicks, Positive Affect and Meaning in Life: The Intersection of Hedonism and Eudaimonia. Shmotkin, Shrira, On the Distinction Between Subjective Well-being and Meaning in Life: Regulatory versus Reconstructive Functions in the Face of a Hostile World. Steger, Experiencing Meaning in Life: Optimal Functioning

at the Nexus of Well-being, Psychopathology, and Spirituality. Aron, Aron, Meaning of Love. Tomer, Meaning and Death Attitudes. Ryff, Singer, Existential Well-being and Health: Recent Advances. Kwee, Relational Buddhism: A Psychological Quest for Meaning and Sustainable Happiness. Part II: Research. Peterson, Park, Character Strengths and the Life of Meaning. Sommer, Baumeister, Stillman, The Construction of Meaning from Life Events: Empirical Studies of Personal Narratives. Beike, Crone, Autobiographical Memory and Personal Meaning: Stable versus Flexible Meanings of Remembered Life Experiences. Shek, Life Meaning and Purpose in Life Among Chinese Adolescents: What Can We Learn from Chinese Studies in Hong Kong? McDonald, Wong, Gingras, Meaning in Life Measures and Development of a Brief Version of the Personal Meaning Profile (PMP-B). Reker, Birren, Svensson, Restoring, Maintaining, and Enhancing Personal Meaning in Life Through Autobiographical Methods. Krause, Meaning in Life and Healthy Aging. Reker, Wong, Personal Meaning in Life and Psychosocial Adaptation in the Later Years. Aspinwall, Leaf, Leachman, Meaning and Agency in the Context of Genetic Testing for Familial Cancer. Part III: Applications. Slattery, Park, Clinical Approaches to Discrepancies in Meaning: Conceptualization, Assessment, and Treatment. Park, Meaning and Meaning Making in Cancer Survivorship. Wrosch, Scheier, Miller, Carver, When Meaning is Threatened: The Importance of Goal Adjustment for Psychological and Physical Health. Tedeschi, Calhoun, Pathways to Personal Transformation: Theoretical and Empirical Developments. Ventegodt, Merrick, The Human Heart or Recovering the Meaning of Life: A Theory Integrating Sexuality, Meaning of Life and Sense of Coherence Applied in Holistic Therapy. Wong, Wong, A Meaning-centered Approach to Building Youth Resilience. Wong, From Logotherapy to Meaning-centered Counseling and Narrative Therapy.

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The Jung Reader

Edited by David Tacey, La Trobe University, Victoria, Australia Carl Gustav Jung was the pioneering founder of analytical psychology, a form of analysis that has revolutionised the approach to mental illness and the study of the mind. In this anthology, David Tacey brings together a selection of Jung’s essays from his famous Collected Works. Divided into four parts, each with a brand new introduction, this book considers 17 of Jung’s most important papers covering: • the nature of the psyche • archetypes • religion and culture • therapy and healing.

March 2012: 384pp. Hb: 978-0-415-58983-3: £75.00/$120.00 £67.50/$108.00 Pb: 978-0-415-58984-0: £29.99/$47.95 £26.99/$43.16

Published by Routledge

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This accessible collection is essential reading for undergraduates on analytical psychology courses, those on psychotherapy training courses, and students studying symbolism and dreams, or archetypal approaches to literature, cinema, religious studies, sociology or philosophy. The text is an informative introduction for general readers as well as analysts and academics who want to learn more about C. G. Jung’s contribution to psychoanalysis, and how his ideas are still extremely relevant in the world today. Contents: General Introduction. Chronology of Jung’s Life and Work. Part I: The Nature of the Psyche. Introduction. Basic Postulates of Analytical Psychology. The Role of the Unconscious. The Stages of Life. The Relations Between the Ego and the Unconscious. Part II: Archetypes. Introduction. On the Concept of the Archetype. Phenomenology of the Self: The Ego, the Shadow, Anima and Animus, the Self. The Psychology of the Child Archetype. Part III: Religion and Culture. Introduction. The Spiritual Problem of Modern Man. Psychology and Religion: The Autonomy of the Unconscious. Preface: Answer to Job. Psychology and Literature. The Difference Between Eastern and Western Thinking. Part IV: Therapy and Healing. Introduction. The Aims of Psychotherapy. On Synchronicity. A Psychological Theory of Types. The Transcendent Function. Healing the Split.

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The Origins, Prevention and Treatment of Infant Crying and Sleeping Problems

An Evidence-based guide for healthcare professionals and the families they support Ian St James-Roberts, University of London, UK Babies who cry a lot, or are unsettled in the night, are common sources of concern for parents and, consequently, costly problems for health services. In this book, Ian St James-Roberts summarises the evidence concerning infant crying and sleeping problems to provide a new evidencebased approach to these common challenges for parents and health services. The book begins by distinguishing between infant and parental parts of the problems and provides guidelines for assessing each issue. Topics covered include: • the pros and cons of ‘infant-demand’ versus ‘limit-setting’ forms of parenting • causes of infant ‘colicky’ crying and night waking • effects of night-time separations on infant attachments February 2012: 280pp. Hb: 978-0-415-60116-0: £65.00/$100.00 £58.50/$90.00 Pb: 978-0-415-60117-7: £22.99/$36.95 £20.69/$33.26

Published by Routledge

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• interventions such as swaddling, herbal remedies, and ‘controlled crying.’ Since there is now firm evidence that parents’ vulnerabilities and cultural backgrounds affect how problems are defined and guidance is acted upon, and that parents who wish to do so can reduce infant crying and unsettled night waking, social factors are considered alongside medical issues.

Translating research evidence into practical tools and guidance, The Origins, Prevention and Treatment of Infant Crying and Sleeping Problems will be essential reading for a wide range of healthcare professionals including mental health staff, social workers, midwives, health visitors, community physicians and paediatricians. Contents: Overview of Infant Crying and Sleeping Problems and this Book. The Nature and Identification of Infant Crying and Sleeping Problems. What Do We Know About the Infant Part of Infant Crying Problems? What Do We Know About the Causes of Prolonged, Unsoothable Crying in Early Infancy? What Do We Know About the Infant Part of Infant Sleeping Problems? What Do We Know About the Causes of Infant Night Waking and Signalling? The Influence of Parents’ Cultural and Personal Beliefs on their Care-giving and Infant Sleep-waking Behaviours. Multiple, Infant Crying, Sleeping and Other Problems After Three Months of Age. Best Practice for Preventing Infant Crying and Sleeping Problems: Anticipatory Guidance for Professionals to Share with Parents. Best Practice for Treatment: Guidelines for Managing Infant Crying and Sleeping Problems After They Have Begun.

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The Maternal Lineage

Identification, Desire and Transgenerational Issues Edited by Paola Mariotti, in private practice, London, UK Why do women want to have children? How does one ‘learn’ to be a mother? Does having babies have anything to do with sex? At a time when mothers are bombarded by prescriptive and contradicting advice on how to behave with their children, The Maternal Lineage highlights various psychological aspects of the mothering experience. International contributors provide clinical examples of frequent and challenging situations that have received scarce attention in psychoanalysis, such as issues of neglect and psychical abuse. The transgenerational repetition from mother to daughter of distressing mothering patterns is evident throughout the book, and may seem inevitable; however, clinical examples and theoretical research indicate that, when the support of partner and friends is not enough, the cycle can be brought to an end if the mother receives psychoanalyticinformed professional help. The Maternal Lineage is divided into four parts: February 2012: 440pp. Hb: 978-0-415-68164-3: £65.00/$99.00 Pb: 978-0-415-68165-0: £24.99/$39.95

Contents: Mariotti, General Introduction. Mariotti, Mothering in Body and Mind – Introduction. Winnicott, Primary Maternal Preoccupation. Birksted-Breen, Peaceful Islands and Dangerous Jungles – Pregnancy: Opportunity or Impediment. A Psychoanalyst’s View. Parker, Mothering Ambivalence and Shame. Balsam, The Pregnant Mother and the Body Image of the Daughter. Furman, On Motherhood. Mariotti, Subfertility – Introduction. Leuzinger-Bohleber, The ‘Medea Fantasy’: An Unconscious Determinant of Psychogenic Sterility. Raphael-Leff, The Baby Makers: An In-depth Single-case Study of Conscious and Unconscious Psychological Reactions to Infertility and ‘Baby-making’. Zalusky-Blum, Infertility in the Age of Technology. Mariotti, When Not All Goes Well – Introduction. Pines, Pregnancy, Miscarriage and Abortion. Halberstadt-Freud, Post-partum Depression and Symbiotic Illusion. Lemma, Keeping Envy in Mind – The Vicissitudes of Envy in Adolescent Motherhood. Baradon, “What is Genuine Maternal Love?”: Clinical Considerations and Technique in Psychoanalytic Parent-infant Psychotherapy. Fraiberg, Adelson, Infant-parent Psychotherapy on Behalf of a Child in a Critical Nutritional State. Welldon, Bodies Across Generations and Cycles of Abuse.

• an introduction including a review of the literature focusing on the mother-daughter relationship

Series: The New Library of Psychoanalysis

• pregnancy and very early issues

Published by Routledge

• subfertility and its effects on a woman’s psyche • the psychological aspects of major mothering problems: miscarriages, post-natal depression, adolescent motherhood. This timely book will be of value to psychoanalysts, psychotherapists and health professionals – obstetricians, psychiatrists, midwives and social workers.

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The School Counselor’s Study Guide for Credentialing Exams

Rita Schellenberg, Chesapeake Public Schools, Virginia, USA The National Certified School Counselor (NCSC) credential, awarded by the NBCC, recognizes school counselors who hold a master’s degree, coursework in school counseling, and who have completed a challenging and rigorous national application and examination process. The NCSCE is the examination component of the comprehensive process, and this book is the first study guide designed to prepare candidates for the exam portion of their journey to the NCSC credential. In a series of five chapters, the guide will first present an overview of each of the five content areas that are covered on the exam. Each will conclude with a practice simulation (case study), additional list of key terms, and further review exercises. The book will conclude with a full length practice examination, which follows the format, style, and presentation of the actual exam.

March 2012: 560pp. Pb: 978-0-415-88875-2: £49.95/$79.95 £44.96/$71.96

Contents: The Foundations of School Counseling. Counseling Prevention and Intervention. Diversity and Advocacy. Assessment. Research and Evaluation. Academic Development. Collaboration and Consultation. Leadership. Full Length Practice Exam. Answers to Practice Exam. Glossary. References. Appendices.

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The Silent Past and the Invisible Present Memory, Trauma, and Representation in Psychotherapy Paul Renn, in private practice, London, UK Foreword by Judith Guss Teicholz “In The Silent Past and the Invisible Present, Paul Renn guides the field of psychoanalysis back to the future. Through his elegant presentation of a contemporary perspective on memory, especially the building blocks inherent in implicit memory, Renn makes the silent past speak, the present visible, and, via his clinical applications, our patients’ futures brighter. Through his respectful presentation of a current perspective on past psychoanalytic theorizing, he evenhandedly illuminates old obscurities, offers an integrated vision of present conceptions, and foreshadows a route to our field’s future.” - Joseph D. Lichtenberg, co-author, Psychoanalysis and Motivational Systems: A New Look

January 2012: 253pp. Hb: 978-0-415-89858-4: £55.00/$90.00 £49.50/$81.00 Pb: 978-0-415-89859-1: £22.99/$35.95 £20.69/$32.35

Relational Perspectives Book Series Published by Routledge

“Welcome to an exciting new voice in relational psychoanalysis. At once modest and authoritative, Renn integrates attachment theory and research, contemporary neuroscience, and developmental psychopathology into a clear, coherent, and compelling psychoanalytic narrative. With humor and sensitivity, the plight of conduct-disordered males with developmental trauma is poignantly illuminated. Students and experienced practitioners will find themselves reading this compelling volume in one sitting. As they return to their consulting rooms, they will notice that their therapeutic style, and grasp of its scientific underpinnings, will have been irreversibly transformed.” - Professor Jeremy Holmes, University of Exeter, UK and author, Exploring in Security: Towards an Attachment Informed Psychoanalytic Psychotherapy

silent, invisible processes derived from the past maintain non-optimal ways of experiencing and relating in the present, and that a neuroscience understanding of the dynamic nature of memories, and of the way in which the implicit and explicit memory systems operate and interact, is salient to a concomitant understanding of trauma, personality development, and therapeutic action. Specifically, Renn argues that an intersubjective psychodynamic model can use the power of an emotionally meaningful therapeutic relationship to gradually facilitate both relational and neurological changes in patients with trauma histories. Taken as a whole, these themes reflect a paradigmatic shift in psychoanalytic thinking about clinical work and the process of change. Contents: Memory and Freudian Psychoanalysis. The Two Main Memory Systems: A Neuroscience Perspective. Contemporary Perspectives on Psychological Trauma and Affect Regulation. Memory, Trauma, and Dissociation: The Re-emergence of Traumarelated Childhood Memories. Psychoanalysis and the Internal World: How Different Theories Understand the Concept of Mind. Attachment and Intersubjectivity: Developmental Perspectives on the Internal World. A Contemporary Relational Model: Integrating Attachment, Trauma, and Neuroscience Research. Intersubjectivity, Attachment, and Implicit Memory: The Development of Representational Models. Attachment, Trauma, and Intimate Violence. Brief, Time-limited Psychodynamic Psychotherapy: A Case of Intimate Violence from a Forensic Setting. The Role of Explicit and Implicit Memory in Therapeutic Action.

Drawing on research in the fields of cognitive and developmental psychology, attachment, trauma, and neuroscience, as well as 20 years in forensic and private practice, Paul Renn deftly illustrates the ways in which this research may be used to inform an integrated empirical/ hermeneutic model of clinical practice. He suggests that

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Tough Guys and True Believers

Managing Authoritarian Men in the Psychotherapy Room John M. Robertson, in private practice, Kansas, USA

March 2012: 316pp. Hb: 978-0-415-89042-7: £56.00/$90.00 £50.40/$81.00 Pb: 978-0-415-89043-4: £21.95/$34.95 £19.76/$31.46

Routledge Series on Counseling and Psychotherapy with Boys and Men Published by Routledge

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This book will be a guide for therapists and counselors who work with authoritarian men, offering an understanding of these men and an empirically supported set of recommendations to work with them effectively. The first part of the book explores what an authoritarian male is and how he came to be that way. Robertson offers “snapshots” of men who can be considered authoritarian and discusses four perspectives on how to understand this behavior: as a function of personality, fundamental religious beliefs, biological evolution, or social/cultural constructions. The second part of the book contains specific and practical ideas for therapists who work with this type of man. These include: believing that the man can change; developing a masculine friendly alliance; respecting his personal and religious beliefs; and teaching him self-awareness, self-regulation, and self-monitoring. Throughout this, Robertson stresses that some authoritarian men do want to change their thinking and behavior, and that all are capable of doing so, to help counselors and therapists cast aside any negative feelings they may have toward them. Contents: Part I: Understanding Tough Guys and True Believers. Welcome to My World: Snapshots of Authoritarian Men. “I’ve Always Been a Leader.” Personality Traits. “I Do What God Wants.” Divine Madness. “I Was Born This Way.” Biological Factors. “My Father Always Told Me…” Social Constructions. Part II: Managing Authoritarian Men in the Psychotherapy Room. Authoritarian Men Can Change: Evidence and Ingredients. The Heuristic Use of Assessment Instruments. Tough Guys and the Masculine-friendly Alliance. Through the Eyes of True Believers. Skills that Change Behavior.

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Treating Self-Destructive Behaviors in Trauma Survivors A Clinician’s Guide

Lisa Ferentz, The Institute for Advanced Psychotherapy Training and Education, Inc., Maryland, USA This is a book for clinicians who specialize in helping trauma survivors and, through the course of treatment, find themselves unexpectedly confronted with client disclosures of self-destructive behaviors, including self-mutilation and other manifestations of deliberately “hurting the body” such as bingeing, purging, starving, substance abuse and other addictive behaviors.

March 2012: 268pp. Hb: 978-0-415-88783-0: £62.99/$100.00 £56.69/$90.00 Pb: 978-0-415-88784-7: £21.99/$34.95 £19.79/$31.46

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Arguing that standard safety contracts are not effective, the book introduces viable treatment alternatives, assessment tools, and new ways of understanding self-destructive behavior using a strengths-based approach that distinguishes between the “experimental” Non-Suicidal Self-Injury (NSSI) that some teenagers occasionally engage in, and the selfdestructive behaviors that are repetitive and chronic. It also explores a cycle of behavior and uses case studies to show clinicians how to personalize the cycle with clients and form a template for treatment. In its final sections the book focuses on counter-transferential responses and the different ways in which therapists can work with self-destructive behaviors and avoid vicarious traumatization by adopting tools and strategies for self-care.

Contents: Part I: It Makes Sense Given Where They’ve Come From. Towards a New Understanding of Self-Destructive Behaviors. Working With Trauma Survivors: The Strengths-based Approach. The Role of Attachment. The Inherent Struggles of Adolescence. The Meta-communication of Eating Disorders, Addictions, and Self-Mutilation. Part II: Understanding and Working with SelfDestructive Behaviors. The Cycle of Self-Harm. The Triggering Event and the Loop of Negativity. Unbearable Anxiety and the Frozen Loop. Self-Injury, Positive Outcomes, Negative Outcomes, and Emotional Vulnerability. Treatment: Identifying Intervention Sites and Working with the Triggering Event. Working with the Cycle: The Loop of Negativity. Working with the Cycle: Unbearable Anxiety and the Frozen Loop. Working with the Cycle: Self-Injury and CARESS. Working with the Cycle: Positive Outcomes, Negative Outcomes, and Emotional Vulnerability. Part III: Helping Others While Taking Care of Ourselves. Focusing on Us. Creating a Sense of Internal and External Safety. Assessing Your Agenda. Being Clear About Your Control Issues. Holding Appropriate Boundaries. Understanding Your Triggers. Acknowledging Your Vulnerabilities. Pacing the Sessions. Debriefing After Difficult Sessions. Understanding the Correlation Between Family-of-origin and Workplace Dynamics. Striving for Balance in Your Life. Giving Yourself Permission to Get Supervision or Refer Out. Practicing What You Preach. Strengthening Your Work.

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Treating Substance Abuse Theory and Technique Third Edition Edited by Scott T. Walters, University of North Texas Health Science Center, USA, and Frederick Rotgers, The State University of New Jersey, New York, USA “The up-to-date third edition of this clinical resource and text covers state-of-the-art approaches to substance abuse treatment. Written for a broad audience, the book not only provides clear, concise descriptions of the most prominent theories and approaches, but also does an excellent job of bridging the gap between clinical concepts, research, and actual clinical practice. This is an ideal classroom text for giving students and trainees in psychology, social work, counseling, and medicine a panoramic view of the field.” - Arnold M. Washton, Recovery Options, New York, USA

January 2012: 436pp. Hb: 978-1-4625-0257-8: £33.95 £30.56

Published by Guilford Press

“All substance abuse treatment professionals trying to ensure that the treatments they deliver are current, science-based, and empirically supported should read this book. Chapters highlight the unique concepts and strategies of each approach and, even more important, describe how to integrate different approaches into comprehensive, multicomponent treatment programming.... As we strive to make substance abuse treatments more effective and accountable, we are fortunate to have a volume providing guidance for understanding and implementing the best treatment strategies the field has to offer.” - Carlo C. DiClemente, University of Maryland, USA Widely adopted, this state-of-the-art text and clinical resource captures the breadth of current knowledge about substance abuse and its treatment. For each of the major evidencebased treatment approaches, a chapter on basic assumptions and theories is followed by a chapter on clinical applications, including illustrative case material. Expert contributors cover motivational, contingency management, cognitive-behavioral, 12-step, family, and pharmacological approaches. Concluding chapters discuss effective ways to integrate different

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treatments in a range of clinical settings. New to this edition: • reflects significant advances in research and clinical practice • restructured to follow the typical sequence of treatment • chapter on the biology of substance use disorders • chapter on an additional treatment setting: primary care • chapter on case management. Contents: Walters, Rotgers, Introduction. Rose, Walters, Theories of Motivation and Addictive Behavior. Tooley, Moyers, Motivational Interviewing in Practice. Murphy, MacKillop, Vuchinich, Tucker, The Behavioral Economics of Substance Abuse. Dallery, Budney, Meredith, Contingency Management in Substance Abuse Treatment. Rotgers, Cognitive-Behavioral Theories of Substance Abuse. Marinchak, Morgan, Behavioral Treatment Techniques for Psychoactive Substance Use Disorders. Wallace, Theory of 12-Step-Oriented Treatment. Nowinski, Facilitating 12-Step Recovery from Substance Abuse. McCrady, Ladd, Hallgren, Theoretical Bases of Family Approaches to Substance Abuse Treatment. Lam, O’Farrell, Birchler, Family Therapy Techniques for Substance Abuse Treatment. Chung, Ross, Wakhlu, Adinoff, Neurobiological Bases of Addiction Treatment. Carroll, Kiluk, Integrating Psychotherapy and Pharmacotherapy in Substance Abuse Treatment. Barry, Blow, Addressing Substance Abuse in Primary Care Settings: Screening and Brief Intervention. Rubin, Integration of Theory, Research, and Practice: A Clinician’s Perspective. Zweben, Case Management in Substance Abuse Treatment.

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Treatment Plans and Interventions for Bulimia and Binge-Eating Disorder

Rene D. Zweig, Union Square Cognitive Therapy, New York, USA, and Robert L. Leahy, Weill Cornell Medical College, New York, USA “CBT is the gold-standard treatment for bulimia nervosa, but many therapists lack training in the approach. This guide presents the behavior change tools that comprise this intervention in the form of worksheets and a complete case example. The authors do an excellent job of disseminating core skills.” - Janet Treasure, Guy’s Hospital, London, UK “This is a great book that provides comprehensive instruction in the cognitive-behavioral treatment of bulimia and bingeeating disorder. It is grounded in the most recent empirical findings and offers a session-by-session format with practical, easy-to-follow guidelines. The reproducible worksheets, forms, and figures facilitate therapeutic impact and reduce the therapist’s workload. This book can be used by clinicians in direct practice, by supervisors with trainees, and with graduate students in psychology and counseling. I will use it in my training and supervision of doctoral students and postdoctoral fellows in eating disorder treatment.” - Sherrie S. Delinsky, in private practice, Massachusetts, USA, and Harvard Medical School, Massachusetts, USA

January 2012: 180pp. Pb: 978-1-4625-0258-5: £23.95 £21.56

Series: Treatment Plans and Interventions for Evidence-Based Psychotherapy Published by Guilford Press

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Contents: Introduction. Bulimia Nervosa. Assessment, Diagnosis, and Treatment Planning. Detailed Treatment Plan for Bulimia Nervosa. Case Example. Treatment within a Managed Care Context. Appendix A: “Transdiagnosis” of Eating Disorders. Appendix B: Selected Assessment Tools. Appendix C: Recommended Additional Reading.

Highly practical and clinician friendly, this book provides evidence-based tools for tailoring psychotherapy to the needs of clients with bulimia nervosa or Eating Disorder Not Otherwise Specified (EDNOS), including binge-eating disorder. It offers specific guidance for conducting thorough clinical assessments and conceptualizing each case in order to select appropriate interventions. A proven cognitivebehavioral treatment protocol is presented and illustrated with a chapter-length case example. In a convenient large-size format, the book includes a session-by-session treatment plan and 20 reproducible forms, handouts, and worksheets that clinicians can photocopy or download and print for repeated use.

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Two Plus Two

Couples and Their Couple Friendships Geoffrey L. Greif and Kathleen Holtz Deal, both at University of Maryland, USA “Dr. Greif and Dr. Deal have given couples everywhere a fascinating and helpful look at how these friendships evolve, why they are often so meaningful, and when to look out for land mines. It’s a terrific read on a subject that often goes unaddressed.” - Jeffrey Zaslow, Wall Street Journal columnist; author, The Girls from Ames; Coauthor, The Last Lecture “Making and keeping couple friends leads to happier lives. This amazing book provides insight into friendships and how to make them an asset, not a liability, for couples. Important reading for couples as well as therapists.” - Jon Carlson, Governors State University, Illinois, USA

January 2012: 231pp. Pb: 978-0-415-87927-9: £11.99/$21.95 £10.79/$19.76

Published by Routledge

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“With a pitch-perfect blend of scholarly research and wisdom, Drs. Greif and Deal have written the definitive guide to understanding and building satisfying couple friendships. Every couple and anyone even contemplating coupling should read this book.” - Irene S. Levine, NYU School of Medicine, USA; author, Best Friends Forever: Surviving a Breakup with Your Best Friend Friendships are undeniably important to an individual’s health, longevity and wellbeing, but they can be equally important for the health and happiness of a couple. Just as a friend can provide a mirror to the self, another couple can provide a reflecting team that supports or impedes a relationship’s growth. Two Plus Two: Couples and Their Couple Friendships offers an important framework for helping couples to have conversations about their friendships with other couples and to enrich their own relationships. When couples agree about how to spend their time alone and with others, they are more likely to have a happy marriage or relationship.

Couple friendships have not been researched previously, despite their numerous benefits. Authors Geoffrey Greif and Kathleen Deal take an in-depth approach to this important topic. Based on interviews with more than 400 people – some of whom were interviewed with their partners, some who were interviewed alone, and some who have divorced – they find that couples fall into three general categories of making couple friendships: Seekers, Keepers, and Nesters. Drs. Greif and Deal discuss the different styles of interaction they’ve observed in couples as well as the findings from their research. Readings from their interviews illustrate what characteristics define Seekers, Keepers, and Nesters. Couples at any stage of their relationship will get a fresh understanding of how to seek, foster and sustain positive, healthy friendships. Contents: Hers, His, and Ours: Couples and Their Couple Friendships. How We Conducted the Study and What We Discovered. Starting Out: Couples in the First Years of Marriage/ Partnership. The Middle Years: Couples Raising Families and Balancing Friendships. Older Couples and Their Couple Friendships. When Couples have been Dumped (or Dump); Like Her and Hate Him (or Vice Versa). The Impact of Divorce on Couple Friendships. When Two Couples Get It Right: An Interview About 38 Years of Couple Friendship. One Couples Group: A Possible Blueprint for Others. Building Couple Friendships for the Future. Appendix A: How We Conducted the Study and Implications for Future Research. Appendix B: Questions for Marriage Enrichment Groups. Appendix C: Take the Quiz: Are You a Seeker, Keeper, or Nester Couple?

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Using a Positive Lens to Explore Social Change and Organizations Building a Theoretical and Research Foundation

Edited by Karen Golden-Biddle, Boston University, Massachusetts, USA, and Jane E. Dutton, University of Michigan, USA “This is a very important book that opens up new arenas and vistas for organizational studies. It’s key message that social change and organizations are deeply connected is one that we all need to hear and deal with... It will be a significant addition to my bookshelf.” - C.R. (Bob) Hinings, University of Alberta, Canada

March 2012: 544pp. Hb: 978-0-415-87885-2: £64.95/$100.00 £58.46/$90.00 Pb: 978-0-415-87886-9: £34.95/$49.95 £31.46/$44.96

Series in Organization and Management Published by Routledge AVAILABLE AS AN e-INSPECTION COPY

How can application of a positive lens to understanding social change and organizations enrich and elaborate theory and practice? This is the core question that inspired this book. It is a question that brought together a diverse and talented group of researchers interested in change and organizations in different problem domains (sustainability, healthcare, poverty alleviation and education). The contributors to this book bring different theoretical lenses to the question of social change and organizations. Some are anchored in more macro accounts of how and why social change processes occur, while others approach the question from a more psychological or social psychological perspective. Many of the chapters in the book travel across levels of analyses, making their accounts of social change good examples of multilevel theorizing. Some scholars are practiced and immersed in thinking about organizational phenomena from a positive lens, for others it was a total adventure in trying on a new set of glasses. However, connecting all contributing authors was an excitement and willingness to explore new insights and new angles on how to explain and cultivate social change within or across organizations. Contents: Frese, Elsbach, A. Brief, Series Foreword. Part I: Introduction. Dutton, Golden-Biddle, Feldman, The Call: Why a Book on Positive Social Change and Organizations Now? Part II: Change Agency. Branzei, Social Change Agency Under Adversity: How Relational Processes (Re)produce Hope in Hopeless Settings. Sonenshein, Being a Positive Social Change Agent through Issue Selling. Rimac, Mair, Battilana, Social Entrepreneurs, Socialization Processes, and Divergent

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Change: The Case of Sekem. Meyerson, Wernick, Power beyond the Purse: Philanthropic Foundations as Agents of Social Change. Steckler, Bartunek, Revealing Themes: Applying a Positive Lens to the Chapters on Change Agency. Part III: Environment and Sustainability. Hoffman, Badiane, Haigh, Hybrid Organizations as Agents of Positive Social Change: Bridging the For-Profit and Non-Profit Divide. Riddell, Tjornbo, Westley, Agency and Innovation in a Phase of Turbulent Change: Conservation in the Great Bear Rain Forest. Feldman, Practicing Sustainability. Perez-Aleman, Connecting Sustainability Movements and Enterprises in Developing Economies: Building Networks and Capabilities. Howard-Grenville, Revealing Themes: Applying a Positive Lens to the Chapters on Environment and Sustainability. Part IV: Health Care. Pratt, Fiol, O’Connor, Panico, Promoting Positive Change in PhysicianAdministrator Relationships: The Importance of Identity Security in Managing Intractable Identity Conflicts. Golden-Biddle, Correia, Hope as Generative Dynamic in Transformational Change: Creating and Sustaining “Collaborative Care” in the ThedaCare Health System. Wells, Amplifying Resources and Buffering Demands: How Managers Can Support Front Line Staff in Loving Action for Each Child. Myers, Wooten, Generative Change in Health Care Organizations: From Inertia to Action in Reducing Patient Disparities. Reay, Revealing Themes: Applying a Positive Lens to the Chapters on Healthcare. Part V: Poverty and LowWage Work. Leana, Kossek, Positive Organizational Change by and for the Working Poor. Beckman, Gatewood, Building Organizations to Change Communities: Educational Entrepreneurs in Poor Urban Areas. Jones Christensen, Navigating Change in the Company of (Dissimilar) Others: Co-developing Relational Capabilities with Microcredit Clients. Canales, The Stranger as Friend: Loan Officers and Positive Deviance in Microfinance. Pearce, Revealing Themes: Applying a Positive Lens to the Chapters on Poverty and Low-Wage Work. Part VI: Conclusion. GoldenBiddle, Dutton, Feldman, The Response: What Does this Book Contribute to the Understanding of Positive Social Change and Organizations?

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Workplace Bullying Symptoms and Solutions

Edited by Noreen Tehrani, Employee Support Training and Development, Twickenham, UK Is bullying really that bad? Why do some people just watch it happening? How do you know if it is bullying or strong management? What kind of leaders are able to create positive working environments? The effects of bullying on organisations and individuals can be devastating and can adversely affect both the workers themselves and the productivity of the organisation that they work for. This book explores the impact of bullying from the perspective of both the employee and the organisation in which they work. In addition to describing the negative outcome of bullying, Workplace Bullying also looks at ways to promote resilience and for the opportunity for growth and learning to take place. Divided into four sections, this book covers: • the impact and symptoms of workplace bullying • individual interventions • organisational interventions February 2012: 320pp. Hb: 978-0-415-61707-9: £60.00/$100.00 £54.00/$90.00 Pb: 978-0-415-61708-6: £22.99/$36.95 £20.69/$33.25

Published by Routledge

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• underlying causes and future considerations. Workplace Bullying is essential reading for anyone with responsibility to help and support workers involved in bullying as a victim, supporter, or investigator. It offers organisations a chance to create an environment that will not only build a more resilient workforce, providing appropriate and effective interventions, but also provides solutions that will lead to the possibility of individual and organisational growth and development.

Contents: Tehrani, Introduction to Workplace Bullying. Part I: The Impact and Symptoms. Hogh, Mikkelsen, Hansen, The Impact of Bullying on Workers. Tehrani, Bullying and Post-Traumatic Stress. Vaughan, Ya’makasi or the Art of Displacement in the Corporate World: A Target’s Perspective on the Impact of Workplace Bullying. Soares, When Darkness Comes: Workplace Bullying and Suicidal Ideation. Bloch, How Witnesses Contribute to Bullying in the Workplace. Tehrani, Popovic, Compassion Fatigue in Human Resource Professionals. Part II: Individual Interventions. Dunn, Narrative Approaches or the Alternative Story. Crawshaw, Coaching Abrasive Leaders: Contradictory Tales of the Big Bad Wolf. Tehrani, An Integrated Counselling Approach. Hirgoyen, Healing the Wounded Soul. Part III: Organisational Interventions. Hubert, Support, Informing and Aftercare by Co-workers in the Netherlands: The Role of the Confidential Supporter. Dix, Davey, Latreille, Bullying and Harassment at Work: Acas Solutions. Vartia, Tehrani, Addressing Bullying in the Workplace. León-Pérez, Arenas, Griggs, Effectiveness of Conflict Management Training to Prevent Workplace Bullying. Part IV: Other Wisdoms. Tehrani, Beyond the Drama of Conflict. Bloom, Building Resilient Workers and Organisations: The Sanctuary® Model of Organisational Change. Liefooghi, Vulnerable Selves, Disciplining Others.

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Writing to Clients and Referring Professionals about Psychological Assessment Results A Handbook of Style and Grammar J.B. Allyn, freelance writer and tutor, California, USA Forewords by Stephen E. Finn, and Constance F. Fisher “Finally! A definitive guide for assessment psychologists and graduate students on how to write professionally and communicate effectively and therapeutically – through written and spoken word. This book will be on my assessment course syllabus and on my shelf!” - Deborah J. Tharinger, University of Texas at Austin, USA “If you write, you will love this book. Allyn brings back to life all those writing rules and wisdom that rang faintly in the back of my head. Beyond that it clarifies the cutting edge of psychological report writing, including children’s stories! It will be required reading for all my students!” - Hale Martin, University of Denver, Colorado, USA

January 2012: 248pp. Hb: 978-0-415-89123-3: £46.50/$75.00 £41.85/$67.50 Pb: 978-0-415-89124-0: £22.50/$34.95 £20.25/$31.45

Published by Routledge Available as an e-Inspection copy

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Contents: Part I: Building Blocks of the Report: Attitude, Tone, Style, and Voice. Attitude: The Writer’s View. Tone: Words and More. Style: Content Plus Structure. Voice: What is It and How do I Find it? Part II: Mortar to Fortify the Building Blocks: Grammar and Editing. Big Picture, Small Details: Format, Write, Edit, Proof. Content that Communicates: Sentences and Paragraphs. Reaching Agreement: Subject-Verb, Pronoun, and Gender. Modifying the Main Idea: Adjectives and Adverbs. Precision: Right Word, Wrong Spelling. Guiding the Reader: Punctuate and Connect for Clarity. Part III: Beyond the Report: Extending Clear and Effective Communication. Continuing the Therapeutic Goals: Writing Letters and Stories. Richness, Texture, Safety, and Risk: Communicating Verbally.

This book represents a natural evolution from the author’s work with editing assessment reports and is specifically structured to meet the writing and communicating needs of the psychologist assessor. A combination of reference book and tutorial, Writing to Clients elucidates the qualities that create a writer’s unique presence on the page with illustrations of correct English grammar, and is appropriate for graduate psychology students and for practicing professionals. In addition to style and grammar, the author details how to write less formal reports in letter form and to write a therapeutic story as an extension of the report for child, teenager, or adult.

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