Disability and Mental Health 2009 (UK) by Routledge Taylor & Francis Group

Routledge

Disability and Mental Health New Titles and Key Backlist 2009/2010

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Welcome to Routledge

Disability and Mental Health New Titles and Key Backlist 2009/2010

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Complete Catalogue

contents Disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Mental Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Autism and ADHD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Learning Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Bereavement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

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DISABILITY NEW

NEW

TEXTBOOK

Developing Holistic Care for Long-term Conditions

Managing Long-term Conditions and Chronic Illness in Primary Care A Guide to Good Practice

Edited by Carl Margereson and Steve Trenoweth, both at Thames Valley University, UK Developing Holistic Care for Long-term Conditions focuses on how to help people with long-term health conditions cope more effectively. It brings together physical and mental health, offering a holistic approach for students and practitioners in a variety of care settings.

Judith Carrier, Cardiff University, UK Effective management of long-term conditions is an important aspect of contemporary nursing policy and practice. Systematic and evidencebased care which takes account of the expert patient and reduces unnecessary hospital admissions is vital to support those with long-term conditions/chronic diseases and those who care for them. This book draws together the key issues in managing long-term conditions and provides a practical and accessible guide for nurses and allied health professionals in the primary care environment. It covers background context and policy in the UK and further afield, as well as practical guidance for all key aspects of long-term condition management, including: • the physical and psychosocial impact of long-term conditions • effective case management • self-management and the expert patient • behavioural change strategies and motivational counselling • nutritional and medication management. Packed with helpful, clearly written information, Managing Long-term Conditions and Chronic Illness in Primary Care includes two chapters of case studies as well as key fact boxes and pointers for practice throughout. It is suitable for pre-registration students undertaking community placements and post-registration students studying long-term condition/chronic disease management.

Comprising four sections, this text introduces the policy and background to caring for people with chronic illness as well as the psychosocial impact of long term conditions. Essential skills for practice are explored including holistic assessment, symptom control and the promotion of effective partnership between client and carer in supporting coping, recovery and end of life care. The extensive final section presents examples of key health issues where UK national guidelines have been published including: long-term neurological conditions; diabetes; mental health; cancer; coronary heart disease and older people. This evidence-based book takes note of the relevant National Service Frameworks and offers an informative and pragmatic guide for all those learning about caring for the chronically ill, as well as providing a useful reference work for qualified nurses and allied health professionals.

Selected Contents: 1. Social and Political Background 2. Physical, Psychological and Psychosocial Impact of Living with a LTC and Social Influences on Health 3. Case Management and Disease-Specific Care Management 4. Importance of Self-Management 5. Motivational Interviewing, Dr Claire Lane 6. How to Identify a Person with a Long-Term Condition 7. Effective Management of People with a Long-Term Condition 8. Evidence-Based Practice 9. Case Scenarios 10. Nutritional and Medication Management

Selected Contents: Section 1: Overview of Holistic Care 1. Epidemiology Of Long-term Conditions 2. Trajectory and Impact Of Long Term Conditions 3. Going Forwards with Long Term Conditions: Towards a True Health System 4. Legal And Ethical Issues Section 2: Developing Holistic Care 5. Frameworks for Comprehensive Assessment 6. Maximising Symptom Control 7. Facilitating, Supporting and Maintaining Recovery Section 3: Caring for the Mind, Body and the Spirit 8. Caring for the Mind 9. Exercise 10. Nutrition 11. Complementary and Alternative Therapies 12. Caring for the Spirit Section 4: Holistic Care of Specific Conditions 13. Long-term Neurological Conditions 14. Diabetes 15. Mental Health 16. Cancer 17. Coronary Heart Disease 18. COPD and Asthma 19. Older People 20. Chronic Renal Failure 21. The Immuno-Compromised Client 22. End of Life Issues

February 2009: 246x174: 224pp Hb: 978-0-415-45087-4: £70.00 Pb: 978-0-415-45088-1: £21.99 eBook: 978-0-203-88131-6 www.routledge.com/9780415450881

October 2009: 246x174: 384pp Hb: 978-0-415-46080-4: £85.00 Pb: 978-0-415-46081-1: £25.99 eBook: 978-0-203-86736-5 www.routledge.com/9780415460811

$140.00

$43.95

$135.00

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DISABILITY

Arguing about Disability

Disabled People and the Right to Life

Philosophical Perspectives

The Protection and Violation of Disabled People’s Most Basic Human Rights

Edited by Kristjana Kristiansen, Norwegian University of Science and Technology, Norway, Simo Vehmas, University of Jyvaskyla, Finland and Tom Shakespeare, Newcastle University, UK 'Arguing About Disability is one of the first books to attempt to bring together philosophy and disability and in so doing examine the complexity of disability. This important and comprehensive collection explores disability from a range of theoretical perspectives including the ontology of disability - how liberty, justice, equality and disability are linked, as well as ethics and disability and gives new insights into current debates on disability. This collection is a welcome contribution to the maturing of disability studies and clearly shows the invaluable contribution that philosophy can make to debates on disability and disability research...' – Nick Watson, University of Glasgow 'A rich collection of new insights from scholars in philosophy, bioethics, social science, law, disability studies and special education.' – Journal of Medical Ethics Disability is a thorny and muddled concept - especially in the field of disability studies - and social accounts contest with more traditional biologically based approaches in highly politicized debates. Sustained theoretical scrutiny has sometimes been lost amongst the controversy and philosophical issues have often been overlooked in favour of the sociological. Arguing about Disability fills that gap by offering analysis and debate concerning the moral nature of institutions, policy and practice, and their significance for disabled people and society. This pioneering collection is divided into three sections covering definitions and theories of disability; disabled people in society and applied ethics. Each contributor – drawn from a wide range of academic backgrounds including disability studies, sociology, psychology, education, philosophy, law and health science – uses a philosophical framework to explore a central issue in disability studies. The issues discussed include personhood, disability as a phenomenon, social justice, discrimination and inclusion. Providing an overview of the intersection of disability studies and philosophical ethics, Arguing about Disability is a truly interdisciplinary undertaking. It will be invaluable for all academics and students with an interest in disability studies or applied ethics, as well as disability activists.

Edited by Luke Clements, Cardiff University, UK and Janet Read, University of Warwick, UK The most basic of human rights, the right to life, is the focus of this book. ’Human rights’ has increasingly come to be seen as a significant framework, both to aid understanding of the experiences of those who face oppression, and to underpin social, legal and political measures to counter it. Disabled People and the Right to Life uses this framework to explore how disabled people’s right to life is understood in different national contexts and the ways in which they are – or are not – afforded protection under the law, emphasizing the social, cultural and historical forces and circumstances which have promoted disabled people’s right to life or legitimated its violation. Written by an international panel of contributors including individuals holding public office, academics from the fields of law, social policy, disability studies and bioethics as well as practitioners and activists attempting to further disabled people’s human rights, this truly interdisciplinary book will be of interest to students and researchers of disability, law, social policy and human rights. Selected Contents: 1. Introduction 2. Life, Disability and the Pursuit of Human Rights 3. Cost-Effectiveness Analysis, Preferences and the Right to a Life with Disabilities 4. Persons with Disability and the Right to Life in Australia 5. Disabled People and the Right to Life 6. Disability Rights and Resuscitation: Do Not Attempt Reconciliation? 7. Disability, Human Rights and Re-Distributive Justice 8. Human Rights Aspects of Deaths of Institutionalised People with Disabilities in Europe 9. The Right to Life and the Selective Non-Treatment of Disabled Babies and Young Children 10. End-of-life Decisions in Neonatology and the Right to Life of the Disabled Newborn Child: Impressions from the Netherlands 11. The Right to Life and the Right to Health of Children with Disabilities before Courts: some Latin American Examples 12. Access to Care and the Right to Life of Disabled Children in Bulgaria 13. Unheard Voices: Human Rights Issues of Disabled Youngsters from Romanian Institutions 14. The Classification of Newborn Children: Consequences for Survival 2009: 234x156: 288pp Hb: 978-0-415-40713-7: £80.00 Pb: 978-0-415-40714-4: £22.99 eBook: 978-0-203-93345-9 www.routledge.com/9780415407144 $160.00

$45.95

2009: 234x156: 232pp Hb: 978-0-415-45595-4: £70.00 eBook: 978-0-203-89157-5 www.routledge.com/9780415455954 $140.00

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DISABILITY MAJOR WORK

4-VOLUME SET

Disability and Social Work Education

Disability

Practice and Policy Issues

Major Themes in Health and Social Welfare

Edited by Francis K.O. Yuen, California State University, USA, Carol B. Cohen, Gallaudet University, USA and Kristine Tower, University of Nevada, USA

Edited by Nick Watson, University of Glasgow, UK Series: Major Themes in Health and Social Welfare Disability Studies is a relatively new area of academic thought, emerging in its current form in the early 1990s. It is, by its nature, broad ranging and has seen a rapid expanse in scholarly research. It is an international development or movement, with active organizations of academics in Britain, the United States, Canada, the Nordic countries, and in Australasia. This new title in the Routledge series, Major Themes in Health and Social Welfare, meets the need for an authoritative reference work to make sense of the subject’s rapid evolution – and the accompanying explosion in research output. With a general introduction newly written by the editor, Disability is a four-volume collection which brings together cutting-edge and canonical research from the field of Disability Studies to make available in one ‘mini library’ core readings across a wide range of policy arenas, including education, housing, employment, health, social care, leisure, and recreation. It will be welcomed by students new to the field and will also be an invaluable resource for scholars and other researchers in the area. Selected Contents: Volume I Part 1: Emergence of the Social Barriers Approach Part 2: The Social Barriers Approach and Social Models of Disability Volume II Part 3: Researching Disability Part 4: Critiques of the Social Model Volume III Part 5: Disability Studies in the US: The Cultural Turn Part 6: Independent Living Part 7: Living with Disability Volume IV Part 8: The History of Disability Part 9: Disability and Bioethics Part 10: Anti-Discrimination Legislation 2007: 234x156: 1688pp Set Hb: 978-0-415-41075-5: £625.00 www.routledge.com/9780415410755

$1250.00

Disability and Social Work Education examines the social construction of disability that connotes inferiority and highlights practical strategies for change. This creative resource gives social work educators, students, and practitioners the opportunity to embrace diverse and creative ways for integrating a generalist social work model in their work with various size systems that are related to disability. Chapters include extensive references, appendixes, tables, and figures to clearly illustrate topics. Topics include: • model curriculum on disabilities that incorporates diverse perspectives of social work practice with individuals who have physical, cognitive, and psychiatric disabilities • protecting the legal rights of children and the Individuals with Disabilities Education Act (IDEA) • empowering disabled individuals for civil rights to have access to community living • the academic process of helping students who are disabled achieve their academic goals • components of the Americans with Disabilities Act – and key decisions made by the Supreme Court • strategies of intervention for macro change • historical overview of family policy and practice as it relates to children and adolescents who are disabled • the biopsychosocial framework as an assessment tool to develop interventions • the use of the therapeutic relationship and psychodynamic and ecological approaches to social work practices • helping clients with disabilities develop adaptive religious and spiritual beliefs • disability protests and movements and their implications on social work practice • the Capacity Approach and the International Classification of Functioning, Disability and Health as social work tools • basic guidelines for undertaking research about and with people who have disabilities. Disability and Social Work Education: Practice and Policy Issues is a valuable, unique resource for social work educators, students, and practitioners. 2007: 229x152: 286pp Hb: 978-0-7890-2528-9: £65.00 www.routledge.com/9780789025289 $100.00

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DISABILITY

Disability Rights and Wrongs

NEW

Tom Shakespeare, Newcastle University, UK

Disability Studies and the Inclusive Classroom

’In his characteristically polemical and thoughtprovoking style, Tom Shakespeare presents a call to arms against the British social model of disability. Love it or loathe it, there is much in this book to stimulate debate in disability studies and the wider social science community. The reader is taken into familiar territory as well as into areas little explored in disability studies to date. Challenges are thrown up at every turn. Do Shakespeare’s arguments hold up? You be the judge.’ – Carol Thomas, Institute for Health Research, Lancaster University, UK ’Galileo was roundly condemned for daring to question the orthodoxy of the day, even though he was right. Tom Shakespeare also challenges orthodoxy concerning disability theory and studies. No cow is sacred and as a result this book will be controversial. But his arguments demand consideration and deep thought. If you read only one book on disability rights this year, make this the book.’ – Bert Massie, Disability Rights Commission, UK Over the last thirty years, the field of disability studies has emerged from the political activism of disabled people. In this challenging review of the field, leading disability academic and activist Tom Shakespeare argues that the social model theory has reached a dead end. Drawing on a critical realist perspective, Shakespeare promotes a pluralist, engaged and nuanced approach to disability. Key topics discussed include: • dichotomies - the dangerous polarizations of medical model versus social model, impairment versus disability and disabled people versus non-disabled people • identity - the drawbacks of the disability movement’s emphasis on identity politics • bioethics in disability - choices at the beginning and end of life and in the field of genetic and stem cell therapies

Critical Practices for Creating Least Restrictive Attitudes Arthur Shapiro, Kean University, USA and Susan Baglieri, Long Island University, USA ’This text promises to be a very important text in the field of education. The authors offer readers a comprehensive view of disabilities within the context of disability studies. Inclusive education will stagnate if educators don’t understand how seemingly subtle prejudices negatively impact student performance and psyche. Unlike other texts that give cursory mention to the importance of attitudes, this text builds a powerful basis for a deep understanding of the issues. I would definitely use this text when teaching Intro to Special Education and courses on co-teaching.’ – Gloria Lodato Wilson, Hofstra University, USA This book’s mission is to integrate the fields of disability studies and inclusive education. Parts I & II focus on the broad, foundational topics that comprise disability studies (culture, language, history, etc.) and Part III moves into the more practical topics (curriculum, co-teaching, collaboration, classroom organization, disability-specific teaching strategies, etc.) normally associated with inclusive education. This organization conforms to the belief that least restrictive environments (the goal of inclusive education) necessarily emerges from least restrictive attitudes (the goal of disability studies). However, it is important to note that discussions throughout the book attempt to illustrate the intersection of theory and practice. March 2010: 229x152: 304pp Hb: 978-0-415-99371-5: £90.00 Pb: 978-0-415-99372-2: £32.99 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780415993722 $135.00

$49.95

• care and social relationships - questions of intimacy and friendship. This stimulating and accessible book challenges orthodoxies in British disability studies, promoting a new conceptualization of disability and fresh research agenda. It is an invaluable resource for researchers and students in disability studies and sociology, as well as professionals, policy makers and activists. 2006: 234x156: 240pp Hb: 978-0-415-34718-1: £75.00 Pb: 978-0-415-34719-8: £21.99 eBook: 978-0-203-64009-8 www.routledge.com/9780415347198 $150.00

$43.95

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DISABILITY

MENTAL HEALTH

NEW

Improving Disabled Students’ Learning

Mental Health and Later Life

Experiences and Outcomes

Delivering an Holistic Model for Practice

Mary Fuller, University of Gloucestershire, UK, Jan Georgeson, University of Chichester, UK, Mick Healey, University of Gloucestershire, UK, Alan Hurst, Katie Kelly, Sheila Riddell, University of Edinburgh, UK, Hazel Roberts, University of Gloucestershire, UK and Elisabet Weedon, University of Edinburgh, UK

Edited by John Keady, University of Manchester, UK and Sue Watts, Greater Manchester West Mental Health NHS Foundation Trust, UK

Series: Improving Learning How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support? This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment. Improving Disabled Students’ Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and always fascinating picture of university life from students whose voices are not always heard.

The mental health needs of older people are all too often overlooked or put down to the inevitable effects of old age. This much-needed textbook will make much easier for health professionals – from psychologists to nurses – to identify, treat and support the needs of this vulnerable group. The book takes an interdisciplinary team approach and sets the scene by looking at different practice contexts and the social care contribution. A number of clinical chapters then cover: • mental health promotion • depression and anxiety • complex and enduring mood disorders • ageing and psychosis • alcohol and dual diagnosis • dementia. Each clinical chapter makes use of extended and detailed case studies which illuminate the assessment–intervention–evaluation cycle and ensure the text’s application to practice. Service user perspectives are drawn on throughout and best practice exemplars outlined. The final chapter distils key messages and highlights the opportunities and challenges of working in this field. Mental Health in Later Life highlights the complexity of working with older people with mental health needs and their families. It is invaluable reading for all those learning about, or working with, this population. Selected Contents: Introduction Part 1: Setting the Scene 1. Caring, Practice and Community Contexts 2. Social Care Approaches Part 2: Clinical Contexts 3. Mental Health Promotion 4. Depression and Anxiety 5. Complex and Enduring Mood Disorders 6. Ageing and Psychosis 7. Neurosis 8. Alcohol and Dual Diagnosis 9. Dementia: Memory Assessment and Treatment Services 10. Later Life Liaison Services 11. Dementia: Complex Case Work Part 3: A Way Forward 12. New Directions, New Ambitions July 2010: 246x174: 224pp Hb: 978-0-415-49428-1: £70.00 Pb: 978-0-415-49429-8: £21.99 www.routledge.com/9780415494298

June 2009: 216x138: 224pp Hb: 978-0-415-48048-2: £75.00 Pb: 978-0-415-48049-9: £21.99 www.routledge.com/9780415480499 $150.00

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MENTAL HEALTH

NEW

Mental Health and Social Problems

Mental Health Social Work in Context

A Social Work Perspective

Nick Gould, University of Bath, UK

Edited by Nina Rovinelli Heller and Alex Gitterman, both at University of Connecticut, USA

Series: Student Social Work ’This book provides an engaging and critical discussion of biopsychosocial approaches to mental health problems. It is steeped in scholarship and should be required reading for all social work students and experienced mental health social workers to help articulate their contribution to mental health services.’ – Martin Webber, King’s College London, UK

Social Work and Social Problems is a textbook for social work students and practitioners. It explores the complicated relationship between mental conditions and societal issues as well as examining risk and protective factors for the prevalence, course, adaptation to and recovery from mental illness. The book is divided into two parts. The introductory chapter presents bio-psycho-social and life modelled approaches to helping individuals and families with mental illness. Part One addresses specific social problems, such as violence, poverty and homelessness, identifying the factors which contribute to vulnerabilities and risks for the development of mental health problems, including the barriers to accessing quality services. Part Two presents the most current empirical findings and practice knowledge about prevalence, diagnosis, assessment, and intervention options for a range of common mental health problems – including personality conditions, eating conditions and affective conditions. Focusing throughout upon mental health issues for children, adolescents, adults and older adults, each chapter includes case studies and best practice guidelines. This practical book is ideal for social work students who want to specialize in mental health. Selected Contents: 1. Introduction Part 1: Social Problems and Issues 2. Homelessness and its Effects 3. Immigration and its Effects 4. Poverty and its Effects 5. Violence: Family and Community and its Effects 6. War and its Effects 7. Childhood Sexual and Physical Abuse and its Effects Part 2: Mental Health Conditions 8. Affective Conditions 9. Anxiety Spectrum 10. Autism Spectrum 11. Dementia 12. Eating Conditions 13. Personality Conditions 14. Psychotic Conditions 15. Substance Abuse July 2010: 246x174: 288pp Hb: 978-0-415-49386-4: £70.00 Pb: 978-0-415-49387-1: £19.99 www.routledge.com/9780415493871

’This first class book very successfully addresses the need of social work students and educators for a text which explores knowledge for mental health practice. It thoughtfully and accessibly steers a welcome course through often contentious perspectives, underpinned by recent research and the author’s own expertise and commitment to ’experts by experience’.’ – Imogen Taylor, University of Sussex, UK There has been a re-energizing of interest in social work’s role in mental health services in recent years and mental health is now a core part of all qualifying social work students’ training. Grounded in the social models of mental health particularly relevant to qualifying social workers, but also familiarising students with social aspects of medical perspectives, this core text helps to prepare students for practice and develop their knowledge around: • promoting the social inclusion of people with mental health problems • the changing context of multidisciplinary mental health services • an integrated evidence base for practice

$140.00

$39.95

• working with people with mental health problems across the life course. Mental Health Social Work in Context is an essential textbook for all social work students taking undergraduate and postgraduate students qualifying degrees in social work, and will also be invaluable for practitioners undertaking post-qualifying awards in mental health social work. November 2009: 246x174: 216pp Hb: 978-0-415-45201-4: £70.00 Pb: 978-0-415-45203-8: £19.99 eBook: 978-0-203-86541-5 www.routledge.com/9780415452038 $115.00

$35.95

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MENTAL HEALTH Working with Vulnerable Adults

NEW

Bridget Penhale, University of Sheffield, UK and Jonathan Parker, Bournemouth University, UK

Approaches to Substance Abuse and Addiction in Education Communities

Series: The Social Work Skills Series This text provides an understanding of current professional practice in social and health care, examining abuse of vulnerable adults and the ways in which social policy, welfare services and practitioners may compound or alleviate vulnerability. Working with Vulnerable Adults develops a sound basis for understanding issues of risk, vulnerability and protection and investigates how agency policies and procedures may, often unintentionally, lead to the voice of service users being marginalised or unheard. Drawing on recent and established research about the protection of vulnerable adults, the book covers: • social work, social care settings and vulnerable adults • the concept of abuse and adult protection • using the law in adult protection • professional and quality assurance issues • assessment in social work with vulnerable adults • dealing with and managing vulnerability, risk and abuse • adults with mental health difficulties, long-term conditions and learning disabilities • community abuse and asylum seekers. Much contemporary social and health care practice with adults is concerned with issues of risk and protection. Working with Vulnerable Adults provides information and knowledge for students and practitioners who are interested in finding out more about this important field. 2007: 246x174: 208pp Hb: 978-0-415-30190-9: £75.00 Pb: 978-0-415-30191-6: £19.99 eBook: 978-0-203-49293-2 www.routledge.com/9780415301916

A Guide to Practices that Support Recovery in Adolescents and Young Adults Edited by Jeffrey Roth and Andrew J. Finch, Vanderbilt University, USA What role can schools play in the full continuum of care for substance use, abuse, and addiction? This book is a landmark work that addresses this issue by providing interventions, prevention strategies, identification and assessment skills, treatment options, and recovery approaches. Respected authorities and pioneers in the field present case studies, descriptive research of high school programs, evaluations of college programs, data on the extent of substance abuse and dependence among students, and transcriptions of actual twelve-step meetings involving adolescents and young adults. This one source provides a unique look at the ‘authentic voices’ of students and staff that attend, teach in, and run high school and college programs, bringing a balance of academic, professional, and student perspectives. This book comprehensively discusses possible referral sources, new programs and concepts to adopt in high school or college communities, and the latest epidemiology data, research, and evaluation of school-based programs. The book also offers insightful material from the adolescents and young adults whose lives have been changed by these programs, has several figures and tables to clearly present research, and is extensively referenced. Approaches to Substance Abuse and Addiction in Education Communities is a valuable resource for counsellors, social workers, school principals, program directors in colleges, alcohol and drug prevention specialists, student assistance professionals, researchers, policymakers, college student health workers, psychiatrists, psychologists, family therapists, nurses, teachers, and guidance counsellors.

$150.00

$39.95

March 2010: 229x152: 320pp Hb: 978-0-7890-3696-4: £75.00 Pb: 978-0-7890-3697-1: £30.99 www.routledge.com/9780789036971 $125.00

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MENTAL HEALTH

NEW

Helping Children and Young People who Self Harm

2ND EDITION

An Introduction to Self-Harming and Suicidal Behaviours for Health Professionals

Causes, Consequences, and Treatment Alternatives

Depression in New Mothers Kathleen Kendall-Tackett, Texas Tech University, USA

Tim McDougall, Cheshire and Merseyside Child Health Development Programme, UK, Marie Armstrong and Gemma Trainor Every year over 25,000 young people attend emergency departments with problems resulting from self harm. More still come to the attention of CAMHS teams, school nurses and other community-based services. Helping Children and Young People who Self Harm will provide clear and practical guidance for nurses and other health professionals confronted by this complex and difficult area.

Depression is the number one cause of maternal death in developed countries and results in adverse health outcomes for both mother and child. It is vital, therefore, that health professionals are ready and able to help those women that suffer from perinatal and postpartum depression (PPD).

• what children and young people think about self harm

This book provides a comprehensive approach to treating PPD in an easyto-use format. It reviews the research and brings together the evidence-base for understanding the causes and for assessing the different treatment options, including those that are safe for use with breastfeeding mothers. It incorporates a new psychoneuroimmunology framework for understanding postpartum depression and includes chapters on:

• assessment and interventions for self harm

• negative birth experiences

• prevention of self harm

• infant characteristics

• service provision and care pathways.

• psychosocial factors

Essential for all those working with children and young people, this textbook contains a glossary of terms, practical strategies and case studies.

• antidepressant medication

March 2010: 234x156: 224pp Hb: 978-0-415-49913-2: £70.00 Pb: 978-0-415-49914-9: £21.99 www.routledge.com/9780415499149

• herbal medicine and alternative therapies

Providing accessible evidence-based advice, this textbook looks at: • what we mean by self harm and its prevalence • the legal background • what works for young people who self harm

• therapies such as cognitive behavioural therapy • suicide and infanticide.

$115.00

$36.28

Invaluable in treating the mothers who come to you for help, this helpful guide dispels the myths that hinder effective treatment and presents up-to-date information on the impact of maternal depression on the health of the mother, as well as the health and well-being of the infant. December 2009: 246x174: 256pp Hb: 978-0-415-77838-1: £75.00 Pb: 978-0-415-77839-8: £22.99 eBook: 978-0-203-86194-3 www.routledge.com/9780415778398 $125.00

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MENTAL HEALTH The End of Stigma?

NEW

Changes in the Social Experience of Long-term Illness

Sin or Salvation

Gill Green, University of Essex, UK

Implications for Psychotherapy

This innovative book investigates the roots of contemporary experiences of stigma, throwing new light on the phenomenon by examining a variety of long-term conditions. Behaviour, lifestyle and identity are no longer the results of massproduction by social class and nation, but increasingly the quirky and unique eccentricities of the individual as consumer, reflexive citizen and free agent. But if the hallmark of the post-modern world is endless variety and unlimited sub-cultural freedom, should we not be witnessing ’The End of Stigma’? The book takes Fukuyama’s notion of ’The End of History’ and examines contemporary challenges to the stigma associated with chronic illness. Award-winning author Gill Green examines cases of HIV, mental illness and substance misuse, to provide new insights into stigma in health. She demonstrates that people with long-term conditions refuse to be defined by their condition and highlights their increasingly powerful voice. The End of Stigma? will be of interest to a wide range of students and health professionals in medical sociology, health studies and social care. February 2009: 234x156: 176pp Hb: 978-0-415-37624-2: £70.00 Pb: 978-0-415-37625-9: £21.99 eBook: 978-0-203-88179-8 www.routledge.com/9780415376259 $140.00

$43.95

Edited by Amy Mahoney and Oliva M. Espin, San Diego State University, USA When in therapy, women inevitably present both sexual and spiritual issues of importance. However, there has yet to be brought forth an integrating approach to women’s sexuality and spirituality. The book fills this gap, integrating these two diverse yet connected aspects of therapy. This innovative exploration of women’s experiences of their sexuality and spirituality is presented from a feminist psychological perspective, clearly illustrating the dichotomy that exists in Western culture and offering a unique approach for convergence. This book provides therapists with positive and self-affirming viewpoints and practical strategies to help harmonize sexual and spiritual issues in women clients. The book uses a synergistic perspective to facilitate healing for women’s psycho/sexual/spiritual growth and development. Therapists are provided with invaluable tools for personal understanding and clinical practice when considering sexuality and spirituality and how they interact in a client’s life. This book is crucial reading for psychotherapists, counsellors, social workers, educators, pastoral counsellors, and anyone interested in learning more about the intersections between sexuality and spirituality. This book was published as a special issue of Women & Therapy: A Feminist Quarterly. October 2009: 234x156: 176pp Hb: 978-0-7890-3431-1: £75.00 Pb: 978-0-7890-3432-8: £22.99 www.routledge.com/9780789034328 $125.00

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MENTAL HEALTH TEXTBOOK

NEW

The Spiritual Horizon of Psychotherapy Edited by William S. Schmidt, University of Chicago, USA and Merle R. Jordan, Boston University School of Theology, USA This book explores the wise and conscious use of spiritual resources within counselling and psychotherapy. Written by veteran clinicians from different spiritual perspectives, and from various therapeutic schools of thought, this book provides a broad view of how the spiritual is present within therapeutic practice. The work of counselling and psychotherapy is increasingly seeking to ground its efforts within the richness of spiritual traditions. One of the surprising developments of the contemporary psychotherapeutic scene is a growing reliance on both hard, objective sciences - such as, for example, neurology or genetics - whilst at the same time engaging very subjective, ’soft’ sciences - such as states of consciousness studies, psychology of religion, clinical or pastoral theology, and the over-arching tasks of meaningmaking. Written by and for clinicians who are also teachers in the field, this collection offers a variety of viewpoints in terms of the diverse spiritual traditions they draw from, theoretical sources that guide and inform them, or the spiritual applications they bring to their work. This book was published as a special issue of the Journal of Spirituality in Mental Health. October 2009: 246x174: 176pp Hb: 978-0-415-56099-3: £75.00 www.routledge.com/9780415560993 $125.00

Alcohol and Drug Misuse A Handbook for Students and Health Professionals G. Hussein Rassool, University of São Paulo, Brazil. Formerly of St George’s Hospital Medical School, UK. ’It is important that addiction be addressed from a global perspective. This is one of those rare books that is able to accomplish this goal. The author has traveled, lived and studied in a variety of countries and exhibits an understanding of the global nature of substance misuse and addiction. This book will be an invaluable asset to the reader’s addiction reference collection.’ – Professor Christine Vourakis, California State University, Sacramento, USA and Editor-in-Chief, Journal of Addictions Nursing ’This is an excellent piece of work by a well known educationalist in the field. The book is well written in such a way that everyone can learn from it. It is essential reading for all health students.’ – Professor Salman Rawaf, Director of Public Health, WHO Collaborating Centre Written by an experienced author and lecturer, this text presents an introduction to drug and alcohol misuse and provides: • the context of alcohol and drug misuse, and the nature and theories of addiction, including a historical overview and policy initiatives in contemporary society • an overview of the problems associated with psychoactive substances and their impact on groups such as black and minority ethnic people, young people, women, older people and the homeless • an understanding of the generic role responses to substance misuse in a variety of different settings and contexts, including primary care, community and hospitals • a framework for assessment, care planning, harm reduction approach, dealing with overdose, intoxication and withdrawals, psychological and pharmacological interventions Alcohol and Drug Misuse is essential reading for nursing and health students taking substance misuse modules, as well as related CPD courses for health care professionals. Visit the companion website for the title at: www.routledge.com/textbooks/9780415409674. 2008: 246x174: 480pp Hb: 978-0-415-40965-0: £75.00 Pb: 978-0-415-40967-4: £25.99 eBook: 978-0-203-87117-1 www.routledge.com/9780415409674 $150.00

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MENTAL HEALTH Handbook of Psychosocial Interventions with Older Adults

Stress, Trauma and Substance Use

Evidence-based approaches Edited by Sherry M. Cummings, University of Tennessee, USA and Nancy P. Kropf, Georgia State University, USA This book provides a synthesis of evidence based psychosocial interventions for older adults and their family members in three domains – health, mental health and social functioning. The nature and consequences of each issue is discussed and intervention approaches are highlighted. 2008: 216x138: 364pp Hb: 978-0-415-48185-4: £70.00 Pb: 978-0-415-48186-1: £22.99 www.routledge.com/9780415481861 $140.00

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TEXTBOOK

The Psychology of Lifestyle Promoting Healthy Behaviour Kathryn Thirlaway, University of Wales Institute, UK and Dominic Upton, University of Worcester, UK Improving lifestyles is thought to be one of the most effective means of reducing mortality and morbidity in the developed world. The Psychology of Lifestyle addresses the role psychology can play in reversing the trend of deleterious lifestyle choices. It considers the common characteristics of lifestyle behaviours and reflects on how we can inform and improve interventions to promote healthy lifestyles. Health promotion has taught people what a healthy lifestyle is – now we need to enable people to live that life. The chapters cover key lifestyle behaviours that impact on health – smoking, eating, physical activity, drinking, sex and drug use – as well as combinations of behaviours. Each chapter contains interventions that have been developed to influence and promote lifestyle change among patients and clients.

Edited by Brian E. Bride, University of Georgia, USA and Samuel A. MacMaster, University of Tennessee, USA The editors of Stress, Trauma, and Substance Use have gathered a collection of innovative chapters written by cutting edge researchers that depict both the breadth of the relationships between stress, trauma, and substance use, as well as how closely these phenomena are all too often linked. Individually, the chapters in this volume present innovative conceptual models, original research findings, and recommendations to service providers that are applicable to a diverse body of individuals affected by a wide variety of stressful and/or traumatic experiences, such as HIV/AIDS, incarceration, homelessness, sexual assault, and other forms of trauma and violence in addition to substance use. Taken as a whole, the content of this text provides a window into the true nature of the multi-layered and interconnected relationship between stress, trauma, and substance use. The untangling of these relationships holds great promise for continued research that develops a better understanding of these phenomena and ultimately improves the lives of individuals touched by these experiences. This book was previously published as a special issue of Stress, Trauma, and Crisis: An International Journal. 2008: 246x174: 160pp Hb: 978-0-415-40045-9: £75.00 Pb: 978-0-415-49560-8: £20.00 www.routledge.com/9780415495608

This unique book will enable readers to develop a clear theoretical and practical grasp of the psychological principles involved in all aspects of lifestyle change. It is an invaluable resource for students and professionals committed to health promotion within all health-related disciplines. 2008: 234x156: 336pp Hb: 978-0-415-41661-0: £70.00 Pb: 978-0-415-41662-7: £19.99 eBook: 978-0-203-87095-2 www.routledge.com/9780415416627 $140.00

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MENTAL HEALTH

AUTISM AND ADHD

Trauma and Physical Health

NEW

Understanding the Effects of Extreme Stress and of Psychological Harm

2ND EDITION

Edited by Victoria L. Banyard, University of New Hampshire, USA, Valerie J. Edwards, Centers for Disease Control and Prevention, USA and Kathleen Kendall-Tackett, Texas Tech University, USA

Autism in the Early Years A Practical Guide Val Cumine, Julia Dunlop and Gill Stevenson, all Education Consultants, UK

’This important and welldocumented book describes the significant role that child abuse and later trauma play in adult health and well-being. Generally unrecognized, because their origins are buried in time, concealed by shame, and avoided in medical practice, the authors help us understand how to become comfortable and effective in routinely exploring these problems with patients.’ – Vincent J. Felitti, MD, Clinical Professor of Medicine, University of California, USA

Series: Resource Materials for Teachers

Trauma research and clinical practice have taught us much about the widespread problems of child maltreatment, partner violence, and sexual assault. Numerous investigations have documented links between such trauma exposure and long-term negative mental health consequences. As we learn more about traumatic stress, however, increasing attention has been drawn to the less studied physical health effects of maltreatment and trauma.

• consider the nature of autism and the issues surrounding assessment and diagnosis

Trauma and Physical Health describes both the negative physical health effects of victimization in childhood as well as exploring theoretical models that explains these links. By bringing together new and current studies on the relationship between trauma and physical health, this edited collection assesses the clinical implications of these links. At a time when the mental health field is becoming increasingly cognizant of the value of collaboration with professionals in the physical health arena, this book suggests ways in which clinicians can work with primary care professionals to better meet the needs of trauma survivors across the lifespan. A key focus of the text is to clarify the relationship between the current knowledge base in trauma and physical health and directions for future research in primary care health settings.

• explore possibilities for enhancing access to the early years curriculum.

Anyone meeting a young child with autism for the first time will find this fully revised edition of a classic text invaluable. The authors provide parents and professionals with an insight into the nature and educational implications of autism, particularly in very young children. In a clear and sensitive style the authors: • outline the characteristics of autism as they present themselves in the early years

• offer practical strategies for effective and realistic intervention both at home and in a variety of early years settings • suggest ways to promote learning, social development, communication and appropriate behaviour

This updated second edition includes new material relating to new statutory requirements such as Every Child Matters and Disability Equality Duty, as well as updates to different approaches to autism, assessment and behavioural issues. The authors outline the principal themes and objectives of the Early Years Foundation Stage and the Inclusion Development Programme. Autism in the Early Years provides accessible material, support and advice for parents, teachers and professionals who are working together in an unfamiliar area following early diagnoses of autism in young children. November 2009: 297x210: 112pp Pb: 978-0-415-48373-5: £19.99 eBook: 978-0-203-86485-2 www.routledge.com/9780415483735 $37.95

With contributors from a wide range of clinical and psychological disciplines, it will be of interest to researchers, clinicians and professionals in the trauma field and to primary care professionals concerned with compassionate care for the traumatized. 2008: 234x156: 272pp Hb: 978-0-415-48078-9: £70.00 Pb: 978-0-415-48079-6: £19.99 eBook: 978-0-203-88501-7 www.routledge.com/9780415480796 $140.00

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AUTISM AND ADHD Defeating Autism

Nursing Children and Young People with ADHD

A Damaging Delusion Michael Fitzpatrick, Barton House Health Centre, UK ’Michael Fitzpatrick, a physician and himself the father of an autistic son, explores the therapies that have been proffered for autistic children with clarity and compassion. This is a must read for any parent trying to wade through the Arabian bazaar of autism therapies.’ – Paul A. Offit, M.D., Children’s Hospital of Philadelphia, USA ’With eloquent and persuasive writing, Fitzpatrick uncovers the political agendas that lie behind current fears of an autism crisis, and challenges the epidemic of unproven and expensive treatments. He shows us that our children are indeed being helped tremendously, not by unscientific autism treatments that falsely promise cure or recovery, but by educators, scientists, evidence-based therapies, and new understandings of what it means to be human, and different, in the twenty first century. If my child were diagnosed with autism today, I would turn to Dr Michael Fitzpatrick for guidance.’ – Roy Richard Grinker, Professor of Anthropology at George Washington University, USA and author of Unstrange Minds An increased public awareness of autism has resulted in a rising trend of diagnoses, creating the impression of an ‘epidemic’. Many parents of children newly diagnosed with autism have been impressed by plausible theories blaming vaccines and other environmental causes. Many have also been captivated by claims that ‘biomedical’ treatments – including special diets and supplements, detoxification and medications – can achieve dramatic results. In Defeating Autism, Michael Fitzpatrick, a family doctor and father of a son with autism, questions the scientific basis of environmental explanations of autism and exposes the incoherence of unorthodox ‘biomedical’ theories and therapies. This book reveals that these therapies are far from pioneering interventions and they remain unsubstantiated by scientific authorities. This compelling book is essential reading for students and professionals working in the field of autism.

Noreen Ryan, Bolton Hospitals Trust, UK and Tim McDougall, Cheshire and Merseyside Child Health Development Programme, UK ADHD is one of the most commonly diagnosed behavioural disorders in children and young people. It is a complex and contested condition, with potential causes and treatments in biological, psychological and social domains. This is the first comprehensive text for nurses and other health professionals in this field. Nursing children and young people with ADHD explores the evidence, incorporating and expanding on the new NICE guidelines for practice in this area, to provide an essential knowledge base for practice. The text covers: causes, diagnosis, co-morbidity, user and carer perspectives, assessment, treatment and interventions (including those suitable for use in schools), prescribing and the legal background. An invaluable text for pre-registration student nurses on mental health and children branches, this will also be a useful reference work for post-registration nurses and health professionals seeking evidence-based recommendations for practice. Selected Contents: Introduction 1. What Is and What is not ADHD? 2. Diagnostic Frameworks and ADHD 3. Assessment and Diagnosis 4. What are the Costs of ADHD? 5. Major Mental Health Problems and ADHD 6. What do Children, Young People and Families Tell Us About Living with ADHD? 7. Treatment and Management Strategies 8. Service Provision and Care Pathways 9. School Based Interventions for ADHD 10. Adults with ADHD 11. Nurse Prescribing and ADHD 12. Good Practice and the Legal Framework 2008: 234x156: 272pp Hb: 978-0-415-45410-0: £80.00 Pb: 978-0-415-45411-7: £25.99 eBook: 978-0-203-88423-2 www.routledge.com/9780415454117

2008: 234x156: 184pp Hb: 978-0-415-44980-9: £75.00 Pb: 978-0-415-44981-6: £19.99 eBook: 978-0-203-88839-1 www.routledge.com/9780415449816 $150.00

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LEARNING DISABILITIES

NEW

Understanding and Promoting Access for People with Learning Difficulties Seeing the Opportunities and Challenges of Risk Edited by Jane Seale and Melanie Nind, both at University of Southampton, UK The issue of access is at the forefront of the practical challenges facing people with learning difficulties and people working with or supporting them. This engaging text brings together evidence, narratives and discussions that question and advance our understanding of the concept of access for people with learning difficulties. Seale and Nind draw on their expertise to analyse a wide range of situations, including access to public spaces, citizenship education, community participation, and employment. Through a series of related chapters, key researchers in the field of inclusion and learning difficulties enrich the access debate by:

SHORTLISTED FOR THE NASEN SPECIAL EDUCATIONAL NEEDS ACADEMIC BOOK AWARD 2008

Dilemmas of Difference, Inclusion and Disability International Perspectives and Future Directions Brahm Norwich, University of Exeter, UK Inclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: • identification – whether to identify students as having special educational needs / disabilities or not?

• considering what kind of access people with learning difficulties want

• curriculum – how much of a common curriculum is relevant to these students?

• identifying effective practice in relation to facilitating and promoting access

• placement – can appropriate learning can take place in ordinary schools and classes or not?

• revealing the capability of people with learning difficulties to seek and achieve access to potentially exclusionary communities

This ground-breaking book examines professional educators and administrators at national and local authority level across three countries – England, USA and the Netherlands – and questions how they recognise tensions or dilemmas in responding to student differences. Of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.

• providing a space for a wide range of people to share access stories. With contributions from a variety of stakeholders including people with learning difficulties, Understanding and Promoting Access for People with Learning Difficulties clarifies the concept of access without over-simplifying what is involved. Through rigorous critique, this book provides a unique rationale for a new multi-dimensional model of access and ways of promoting it.

2007: 234x156: 240pp Hb: 978-0-415-39846-6: £80.00 Pb: 978-0-415-39847-3: £23.99 eBook: 978-0-203-93886-7 www.routledge.com/9780415398473 $145.00

$44.95

Proposing a reconceptualisation of the risk associated with promoting access for people with learning difficulties, this book will be of immense interest to students, researchers and professionals involved in inclusion and disability issues. July 2009: 234x156: 208pp Hb: 978-0-415-47947-9: £75.00 Pb: 978-0-415-47948-6: £22.99 eBook: 978-0-203-09212-5 www.routledge.com/9780415479486 $125.00

$42.95

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BEREAVEMENT NEW

Bereavement Narratives

Grief, Loss and Bereavement Care

Continuing Bonds in the Twenty-First Century

An Evidence-informed Approach for Health and Social Care Practitioners

Christine Valentine, University of Bath, UK

Edited by Peter Wimpenny, Robert Gordon University, UK and John Costello, University of Manchester, UK Bereavement is a challenging area for everyone, including health and social care practitioners who are often well placed to offer help and support to the bereaved. This invaluable text draws together a comprehensive evidencebase for supporting grieving people from a wide range of research, and applies it to a health and social care context. Accessible and practical throughout, each chapter identifies key recommendations from the research and includes thinking points to help the reader apply them to practice. An overview chapter examines theoretical perspectives and defines key concepts, such as grief, loss, bereavement, mourning and bereavement care. Part one explores bereavement across the lifespan, from childhood to older people. Part two looks at different interventions and care settings. Grief, Loss and Bereavement Care is suitable for students and professionals in health and social care who want to gain an understanding of bereavement and bereavement care. Selected Contents: 1. Introduction 2. Bereavement in Children and Young People 3. Parental and Family Bereavement 4. Bereavement and Older People 5. End-of-life Care and Bereavement 6. Mental Health, Trauma and Bereavement 7. Bereavement and Primary Care 8. Acute Care and Bereavement 9. Children’s Deaths and Bereavement 10. Perinatal Bereavement 11. Bereavement in Old Age Settings 12. Bereavement and People with Learning Difficulties 13. HIV, AIDS and Bereavement 14. Bereavement and Occupational Health 15. Professional Development for Health and Social Care Practitioners 16. Interventions, Organisation of Care and Support for the Bereaved February 2010: 234x156: 208pp Hb: 978-0-415-46750-6: £70.00 Pb: 978-0-415-46751-3: £19.99 www.routledge.com/9780415467513 $139.95

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’By focusing on the continuing bond survivors maintain with the deceased, Valentine demonstrates how grief narratives are nested in the remembered relationship with the living person, in the story the person as he or she died, and in the culture’s values and beliefs. Valentine has listened closely to stories of bereaved people in this well-done qualitative study, and in doing so, she has made a significant contribution to the current scholarly and clinical understanding of grief.’ – Dennis Klass, Professor Emeritus, Webster University, USA Bereavement is often treated as a psychological condition of the individual with both healthy and pathological forms. However, this empirically-grounded study argues that this is not always the best or only way to help the bereaved. In a radical departure, it emphasises normality and social and cultural diversity in grieving. Exploring the significance of the dying person’s final moments for those who are left behind, this book sheds new light on the variety of ways in which bereaved people maintain their relationship with dead loved ones and how the dead retain a significant social presence in the lives of the living. It draws practical conclusions for professionals in relation to the complex and social nature of grief and the value placed on the right to grieve in one’s own way – supporting and encouraging the bereaved person to articulate their own experience and find their own methods of coping. Based on new empirical research, Bereavement in Contemporary Society is an innovative and invaluable read for all students and researchers of death, dying and bereavement. 2008: 234x156: 208pp Hb: 978-0-415-45729-3: £80.00 Pb: 978-0-415-45730-9: £22.99 eBook: 978-0-203-89336-4 www.routledge.com/9780415457309 $160.00

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BEREAVEMENT

INDEX

40TH ANNIVERSARY EDITION

On Death and Dying What the Dying have to teach Doctors, Nurses, Clergy and their own Families Elisabeth Kübler-Ross With a new introduction by Allan Kellehear Denial, anger, bargaining, depression and acceptance. The five stages of grief, first formulated in this hugely influential work forty years ago, are now part of our common understanding of bereavement. The five stages were first identified by Elisabeth Kübler-Ross in her work with dying patients at the University of Chicago and were considered phases that all or most people went through, when faced with the prospect of their own death. They are now often accepted as a response to any major life change. However, in spite of these terms being in general use, the subject of death is still surrounded by conventional attitudes and reticence that offer only fragile comfort because they evade the real issues. This groundbreaking book is still relevant ñ giving a voice to dying people and exploring what impending death means to them, often in their own words. People speak about their experience of dying, their relief in expressing their fear and anger and being able to move forward to a state of acceptance and peace. Ideal for all those with an interest in bereavement or the five stages of grief, this book contains a new extended introduction from Professor Allan Kellehear. This additional chapter re-examines On Death and Dying looking at how it has influenced contemporary thought and practice. 2008: 216x138: 264pp Hb: 978-0-415-46398-0: £70.00 Pb: 978-0-415-46399-7: £18.99 www.routledge.com/9780415463997 DISCLAIMER: Routledge is unable to supply ’On Death and Dying’ to customers in the Americas (U.S.A, Canada and Latin America). $140.00

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Alcohol and Drug Misuse . . . . . . . . . . . . . . . . . . . . .10 Approaches to Substance Abuse and Addiction in Education Communities . . . . . . . . . . . . . . . . . . . . . .7 Arguing about Disability . . . . . . . . . . . . . . . . . . . . . . .2 Armstrong, Marie . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Autism in the Early Years . . . . . . . . . . . . . . . . . . . . .12

B Baglieri, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Banyard, Victoria L. . . . . . . . . . . . . . . . . . . . . . . . . . .12 Bereavement Narratives . . . . . . . . . . . . . . . . . . . . . .15 Bride, Brian E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

C Carrier, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Clements, Luke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Cohen, Carol B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Costello, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Cumine, Val . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Cummings, Sherry M. . . . . . . . . . . . . . . . . . . . . . . . .11

D Defeating Autism . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Depression in New Mothers . . . . . . . . . . . . . . . . . . . .8 Developing Holistic Care for Long-term Conditions . .1 Dilemmas of Difference, Inclusion and Disability . . . .14 Disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Disability and Social Work Education . . . . . . . . . . . . .3 Disability Rights and Wrongs . . . . . . . . . . . . . . . . . . . .4 Disability Studies and the Inclusive Classroom . . . . . . .4 Disabled People and the Right to Life . . . . . . . . . . . . .2 Dunlop, Julia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

E Edwards, Valerie J. . . . . . . . . . . . . . . . . . . . . . . . . . .12 End of Stigma?, The . . . . . . . . . . . . . . . . . . . . . . . . . .9 Espin, Oliva M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

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INDEX

F Finch, Andrew J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Fitzpatrick, Michael . . . . . . . . . . . . . . . . . . . . . . . . . .13 Fuller, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

G Georgeson, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Gitterman, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Gould, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Green, Gill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Grief, Loss and Bereavement Care . . . . . . . . . . . . . .15

Mahoney, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Major Themes in Health and Social Welfare Series . . .3 Managing Long-term Conditions and Chronic Illness in Primary Care . . . . . . . . . . . . . . . . . . . . . . . .1 Margereson, Carl . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 McDougall, Tim . . . . . . . . . . . . . . . . . . . . . . . . . .8, 13 Mental Health and Later Life . . . . . . . . . . . . . . . . . . . .5 Mental Health and Social Problems . . . . . . . . . . . . . . .6 Mental Health Social Work in Context . . . . . . . . . . . .6

N Nind, Melanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Norwich, Brahm . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Nursing Children and Young People with ADHD . . .13

H Handbook of Psychosocial Interventions with Older Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Healey, Mick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Helping Children and Young People who Self Harm . .8 Hurst, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

O On Death and Dying . . . . . . . . . . . . . . . . . . . . . . . . .16

P I Improving Disabled Studentsâ&#x20AC;&#x2122; Learning . . . . . . . . . . . .5 Improving Learning Series . . . . . . . . . . . . . . . . . . . . . .5

Parker, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Penhale, Bridget . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Psychology of Lifestyle, The . . . . . . . . . . . . . . . . . . . .11

J Jordan, Merle R. . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

K Keady, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Kellehear, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Kelly, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Kendall-Tackett, Kathleen . . . . . . . . . . . . . . . . . . .8, 12 Kristiansen, Kristjana . . . . . . . . . . . . . . . . . . . . . . . . . .2 Kropf, Nancy P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 KĂźbler-Ross, Elisabeth . . . . . . . . . . . . . . . . . . . . . . . .16

M MacMaster, Samuel A. . . . . . . . . . . . . . . . . . . . . . . .11

Rassool, G. Hussein . . . . . . . . . . . . . . . . . . . . . . . . . .10 Read, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Resource Materials for Teachers Series . . . . . . . . . . .12 Riddell, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Roberts, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Roth, Jeffrey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Rovinelli Heller, Nina . . . . . . . . . . . . . . . . . . . . . . . . . .6 Ryan, Noreen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

S Schmidt, William S. . . . . . . . . . . . . . . . . . . . . . . . . . .10 Seale, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Shakespeare, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Shapiro, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Sin or Salvation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Social Work Skills Series, The . . . . . . . . . . . . . . . . . . .7

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INDEX

Spiritual Horizon of Psychotherapy, The . . . . . . . . . .10 Stevenson, Gill . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Stress, Trauma and Substance Use . . . . . . . . . . . . . .11 Student Social Work Series . . . . . . . . . . . . . . . . . . . . .6

T Thirlaway, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Tower, Kristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Trainor, Gemma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Trauma and Physical Health . . . . . . . . . . . . . . . . . . .12 Trenoweth, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

U Understanding and Promoting Access for People with Learning Difficulties . . . . . . . . . . . . . .14 Upton, Dominic . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

V Valentine, Christine . . . . . . . . . . . . . . . . . . . . . . . . . .15

W Watson, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Watts, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Weedon, Elisabet . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Wimpenny, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Working with Vulnerable Adults . . . . . . . . . . . . . . . . .7

Y Yuen, Francis K.O. . . . . . . . . . . . . . . . . . . . . . . . . . . .3

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