Jessica Kingsley books Reviewed in 2009

Disability and Child Sexual Abuse
Lessons from Survivors' Narratives for Effective Protection, Prevention and Treatment
Edition: 1st
Format: Paperback
Authors: Martina Higgins & John Swain
ISBN: 978-1-84310-563-3
Publishers: Jessica Kingsley
Price: £22.99
Publication Date: 2009

Publisher's Title Information
Disability and Child Sexual Abuse examines the ways in which society marginalises, institutionalises and places disabled children in situations of unacceptable risk, and how - as evidenced in the survivors' narratives - patterns of service delivery can contribute to the problem.
Based on the accounts of seven disabled individuals who were sexually abused in childhood, the book highlights a wide range of pertinent issues. Through case vignettes and empirical research, the authors ask practitioners to scrutinise their current professional practice, exploring participants' experiences of hospitalisation, education systems and local authorities. They consider the issue of who abuses and why, and highlight issues relating to the complexities involved in revisiting past experiences and confronting unwarranted and unwanted feelings of responsibility. The difficulty of recounting the abuse narrative is also examined within the research context.
This book will be relevant for professionals and students in the social, health and education services, such as social workers, teachers and counsellors. It will also offer insights for those seeking a less disablist society, including disabled people themselves.

Introduction. 1. Seven Disabled People with Telling Stories. 2. Narrative and Enabling Stories of Child Abuse. 3. An Abusive Society? 4. The Double Whammy Effect. 5. Expressions and Survival of Pain. 6. Organizational Abuse. 7. Who Abuses and Why? 8. Collective Identities. 9. Narratives of the Narrative. 10. Conclusion: towards a Non-Abusive Society. References. Index

'Children and young people with disabilities are at the highest risk of all forms of abuse. Until comparatively recently the vulnerability of children with disabilities to sexual abuse have been denied or dismissed using expressions such as, 'They don't understand what happened' or even, 'She probably asked for it'. In this unique book, Martina Higgins and John Swain have for the first time given victims with disabilities a voice. Disability and Child Sexual Abuse effectively combines life histories with theory to provide valuable insights for all those working with abuse survivors, children and adults with disabilities and, I hope, will lead to better protection and support.' Emeritus Professor Freda Briggs AO, University of South Australia

Talking About Domestic Abuse
A Photo Activity Workbook to Develop Communication Between Mothers and Young People
Edition: 1st
Format: Paperback
Authors:Cathy Humphreys,Ravi K Thiara,Agnes Skamballis and Audrey Mullender
ISBN: 1843104237
Publishers: Jessica Kingsley
Price: £17.99
Publication Date: Nov 2009

Publisher's Title Information
Talking About Domestic Abuse is an activity pack for children of 9 years and above and adolescents where families have experienced domestic abuse, to help and encourage them to open up to their mothers about their distressing experiences.
Based on the authors' work with families who have experienced domestic abuse, the activities are designed around four important themes: building self-esteem; naming feelings; facilitating communication between mothers and children; and talking about personal experiences, including domestic violence, and are accompanied by photographs which act as prompts for discussion. The authors explain the need of young people to communicate with their parents about painful memories. They also establish practical 'ground rules' on how mothers can enter into that communication successfully and how to make the most of the activities provided. Further information is also given on support services that are available to families coping with domestic abuse.

This will be an essential tool for families including young people who have lived through domestic abuse, as well as social workers and other professionals working with them.
Acknowledgements. Foreword by June Freeman. Introduction and guidance. Section 1: Early days. 1. Things about me and Mum. 2. Feelings tree. 3. What makes us feel good. 4. What I think about the place where I live now. 5. Shared living areas - what's the big idea? 6. Having a bad day. 7. Feelings puzzle. 8. Checking in. Section 2: Talking about things that matter. 9. Sharing the good times: A starring memory. 10. The secrecy habit. 11. Don't bottle it up! Talking about feelings. 12. Excitement and fear. 13. Let's talk about anger. 14. Things I like and things Mum likes. 15. Changes in my family. 16. Feelings about Dad. 17. Chilling out. 18. Other issues outside the home. Section 3: Moving on. 19. Keeping track of my life. 20. Worries and excitement. 21. Risks and safety. 22. Changes we have made. 23. Moving on - where next? 24. Looking backwards, looking forwards. Certificate. Reflection sheet and feedback form. Conclusion. Useful contacts.

This resource was born out of the growing concern for abused women and children living in refuges. Historically refuges were set up to help women who wanted to escape their partners' violence. From the beginning, however, women brought their children with them and refuges took them in.
As a result refuges soon found they were accommodating, on average, twice as many children as women. Something had to be done, if only to cope with the management of the noise and turbulence children always generate. But refuge staff also began to notice children who were unnaturally quiet, children who threatened to burst with aggression, children who glued themselves to their mothers and whose screams threatened to bring the house down if she left the room without them. There were also the 10-and 12-year-olds who wet their beds and the children who suffered from terrible nightmares. As refuge workers learnt more about the mothers' experiences, however, their real surprise was that so many refuge children were so normal. Yet, while their admiration for the resilience of children who'd lived with domestic violence grew, so did the evidence that such children badly needed understanding, care and attention in their own right.
For years, however, refuges had to muddle along, getting people to give a few hours a week to run play groups, though it was obvious that play sessions scarcely scratched the surface of what was needed. Children who had lived with domestic violence had special needs and required specially trained staff.
When the Big Lottery Fund launched a research programme, Colchester and Tendring Women's Refuge was therefore immediately interested. Like many other refuges we had replaced the title of playworker with the more appropriate title of childworker some time ago, but still only had two part-time children's staff. Undeterred we made contact with the University of Warwick where much of the cutting edge academic work on children living with domestic violence was being done. A year, and a lot of hard work, later we had a partnership with Warwick, a grant and a research team.
The first aim of the research has been to construct a practical programme of action, for helping children who have lived with domestic violence. This programme has adopted a perspective which has received too little official attention to date, namely, the need to facilitate quality communication between such children and their mothers.
Following some sensational cases of child abuse and subsequent public concern about child protection, current thinking has emphasised the child's rights as an individual and tended to concentrate on the need to keep children out of danger. Despite the good intentions behind this as a policy it can be deeply alienating socially for the child. It also diverts attention from the fact that human beings develop into secure and socially productive adults through positive and constructive interaction with significant others. Hence the title of the overall research project: Talking to My Mum. It is vital for the social growth of abused mothers and their children that they find ways of working through the experience of living with domestic violence together.
The research method adopted was that of action research. This deliberately blurred the divide between researchers and participants and it ensured that the responses of mothers and their children trying to deal with living with domestic violence would continually shape the course of the project. It also constantly alerted the researchers to the conditions needed for constructive and healing conversations to take place between abused women and their children.
Even routine interaction with children is high octane work and it was increasingly clear that women, ground down by abusive relationships, needed to regain some personal equilibrium before they could explore the issues their children had. The idea of 'readiness' that the researchers discuss in the manual was found to be critically important.
The research project on which this book and its companion volume Talking to My Mum are based has been a positive and fruitful exercise. First and foremost, it has developed a practical programme for helping abused women and their children forge a relationship that could help them move towards fully realising their capacities as productive members of society. Subsequent academic publications will develop more generally the ideas that shaped this programme. The project has shown that small front line organisations and large academic institutions can work positively and fruitfully together when they are joined by good will and passionately committed to the same social goal.
June Freeman
Colchester and Tendring Women's Refuge
Chair of the Steering Committee

The Foreword describes some of the 'Fall Out' of domestic violence.

“As a result refuges soon found they were accommodating, on average, twice as many children as women. Something had to be done, if only to cope with the management of the noise and turbulence children always generate. But refuge staff also began to notice children who were unnaturally quiet, children who threatened to burst with aggression, children who glued themselves to their mothers and whose screams threatened to bring the house down if she left the room without them. There were also the IQ-and I2-year-olds who wet their beds and the children who suffered from terrible nightmares. As refuge workers learnt more about the mothers' experiences, however, their real surprise was that so many refuge children were so normal. Yet, while their admiration for the resillience of children who'd lived with domestic violence grew, so did the evidence that such children badly needed understanding, care and attention in their own right.”
The aims are stated to be
“The first aim of the research has been to construct a practical programme of action, for helping children who have lived with domestic violence. This programme has adopted a perspective which has received too little official attention to date, namely, the need to facilitate quality communication between such children and their mothers. “
There is a companion volume, 'Talking to My Mum'.
This is very 'Hands On' approach is a photo-activity workbook to develop communications. Both the child and the parent are encouraged to describe each other and provide a photograph. To sum up, many of the activities which are encouraged in the book, represent much that should and did happen in a happy childhood, albeit most was not expressed or written down. It has to be recognised that a lot that my generation took for granted has gone.
This kind of activity book has its place. However, all parents should be encouraged to talk and read to their child from a very early age. This forms a bond and it is to be hoped that books of this sort should never be necessary.
The Conclusions list some very useful actions, viz
This workbook is only one of a thousand ways for mothers and young people to spend time together.
· If there is a playground close by or a backyard, then go out and play.
Encourage them to kick a ball, throw a frisbee or even just go for a walk.
· Put on some music. Listen together, make up a dance or do karaoke.
See how many words of the song you know.
· Go on an outing together.
· Try outdoor activities you know your child likes - swimming, running, climbing, football, netball, cycling, kite flying, etc.
· If you live in a refuge, ask the workers whether you can go to the playroom and play with dough or clay. All sorts of feelings can be expressed with dough and clay - have a go together.
· Painting activities can allow mothers and young people to have a go at 'free painting', looking for colours to express the way they feel at the moment. Or they may like to paint things they miss and things which make them happy or feel at peace.
· If you have a camera (some disposable cameras are quite cheap), then taking photos can be a great activity for older children.
Perhaps make your own list of things here which you have done or might like to do together..
There are some very useful contacts listed at Pages 110 & 111.
Rob Jerrard

Violence Against Women in South Asian Communities
Edition: 1st
Format: Paperback
Author: Edited by Ravi K Thiara and Aisha K Gill
ISBN: 978-1-84310-670-8
Publishers: Jessica Kingsley
Price: £25
Publication Date: 2009
Publisher's Title Information

While forced marriage and 'honour-based' violence attract media attention, little is known about the issues and experiences of South Asian women and children who are affected by gendered violence.
This book explores the key theoretical and empirical issues involved in gendered violence, ethnicity and South Asian communities. The editors draw together leading researchers and practitioners to provide a critical reflection of contemporary debates and consider how these reflections can inform policy, research and practice. The contributors consider the primacy of religion and culture, and how South Asian women face multiple and intersecting forms of violence. Future directions for facilitating improved services for survivors of violence against women from different racial and ethnic backgrounds are also proposed.
Violence Against Women in South Asian Communities will have widespread relevance for professional academics, researchers, students, policy makers, practitioners and anyone concerned with gendered violence within South Asian communities.

Foreword. Professor Liz Kelly. Introduction. Ravi K Thiara, University of Warwick and Aisha K Gill, Roehampton University. Chapter 1. Understanding Violence against South Asian Women: What it Means for Practice. Ravi K Thiara and Aisha K Gill. Chapter 2. Charting South Asian Women's Struggles against Gender-based Violence. Amrit Wilson, University of Huddersfield and Royal Holloway College. Chapter 3. Masculinities and Violence against Women in South Asian Communities: Transnational Perspectives. Marzia Balzani, Roehampton University. Chapter 4. Shrinking Secular Spaces: Asian Women at the Intersect of Race, Religion and Gender. Pragna Patel and Hannana Siddiqui, Southall Black Sisters. Chapter 5. Moving Toward a 'Multiculturalism Without Culture': Constructing a Victim-Friendly Human Rights Approach to Forced Marriage in the UK. Aisha K Gill and Trishima Mitra-Kahn, Roehampton University. Chapter 6. Continuing Control: Child Contact and Post-separation Violence. Ravi K Thiara. Chapter 7. Shariah Councils and the Resolution of Matrimonial Disputes: Gender and Justice in the 'Shadow' of the Law. Samia Bano, University of Reading. Chapter 8. Protection for All? The Failures of the Domestic Violence Rule for (Im)migrant Women. Kaveri Sharma, London Metropolitan University and Aisha K Gill. Chapter 9. Conclusion: Looking to the Future. Aisha K Gill and Ravi K Thiara. List of Contributors. Index

'This book is powerful, challenging and inspirational, and is an important contribution to debates on the complex intersections between ethnicity, gender and inequality, as well as on human rights and violence against women. Thiara and Gill and the contributors to this text skillfully unpick the flawed thinking and policy initiatives directed at gender-based violence over the past 30 years and especially in the post 9/11 period community cohesion and anti-terrorism initiatives.'
Dr Lorraine Radford, Head of Research, NSPCC
'This is a stimulating and provocative collection which explores the difficult concepts of 'multiculturalism', 'ethnic identity' and 'secularisation' in relation to gendered violence. The authors challenge myths and stereotypes about the 'Asian' experience in relation to interpersonal violence without oversimplifying or homogenising black and minority ethnic (BME) women's experiences. Despite cataloguing the ongoing struggles against racism and misogyny, and the intersection of both, the editors conclude the text with optimism; an additional reason to recommend this text to all policy makers, practitioners, academics and students, as well as those interested in the provenance of BME anti-violence organisations and current UK policy.'
Dr Melanie McCarry, School for Policy Studies, University of Bristol
' …a wide-ranging, timely and empirically informed analysis of the different forms of violence and human rights violations faced by women at the intersection of gender, ethnicity and class, and the shortcomings of existing legal and policy frameworks for dealing with them. It engages with important conceptual and political debates in the area and develops a sophisticated theoretical and political framework for addressing violence against women within multiculturalist policy and practice. In so doing, it problematises existing assumptions about the role of culture, and provides a much more nuanced intersectionality framework for dealing with this important issue in modern society. It will fill an important gap in the literature and should be widely read.'

Floya Anthias, Professor of Sociology and Social Justice, Roehampton University
The Editors
Ravi K Thiara is Senior Research Fellow in the Centre for the Study of Safety and Well-being at the University of Warwick, UK.
Aisha K Gill is Senior Lecturer in Criminology in the School of Social Sciences & Business at Roehampton University, UK.

Just Care
Restorative Justice Approaches to Working with Children in Public Care
Edition: 1st
Format: paperback
Author: Belinda Hopkins
ISBN: 978-1-84310-981-5
Publishers: Jessica Kingsley
Price: £29.99
Publication Date: 2009

Publisher's Title Information
estorative justice is an innovative approach to addressing conflict and bullying, as well as disruptive, challenging and criminal behaviour. A restorative approach in a care setting shifts the emphasis from managing and responding to anti-social behaviour to the building, nurturing and repairing of relationships, and encourages the young person to accept responsibility and put things right.
In this photocopiable resource, Belinda Hopkins identifies the practical benefits of employing the restorative approach. In extreme cases, this can mean dealing with serious incidents effectively without recourse to the police and the criminal justice system. For day-to-day interactions the approach builds on the principles of social pedagogy and 'restorative parenting', and offers a fresh look at encouraging self-regulation through the promotion of pro-social behaviour and greater involvement of the young people themselves in making choices that address everyone's needs.
Just Care is essential reading for residential care managers and staff, social workers, youth offending team managers and those with responsibility for foster care training and development.

Acknowledgements. Foreword. 1. Restorative Justice and Restorative Approaches - Setting the Context. 2. The Restorative Mindset. 3. Restorative Enquiry - Asking the Right Questions. 4. Restorative Dialogue - Sorting Things Out Together. 5. Small Restorative Meetings. 6. Conferencing. 7. Circles. 8. Working in Partnership. 9. Implementation and Sustainability. Epilogue. Appendices: Appendix A: Restorative Enquiry One-to-One. Appendix B: Checklist for Preparing For a Restorative Conference. Appendix C: How Things Were Put Right - Restorative Enquiry. Appendix D: How Things Were Put Right - Restorative Meeting. Appendix E: How Things Were Put Right. Appendix F: Case Study Form. Appendix G: Further Reading about Restorative Justice. Appendix H: Useful Websites. Bibliography. Index
The Author
Belinda Hopkins is Director and Lead Trainer of Transforming Conflict, a centre for restorative justice in education.

Youth Offending and Youth Justice
Edition: 1st
Format: Paperback
Authors: Edited by Monica Barry & Fergus McNeill
ISBN: 978-1-84310-689
Publishers: Jessica Kingsley
Price: £19.99
Publication Date: 2009
Publisher's Title Information

How is the modern world shaping young people and youth crime? What impact is this having on the latest policies and practice? Are current youth justice services working? With contributions from leading researchers in the field, this book offers an insightful, scholarly and critical analysis of such key issues.
Youth Offending and Youth Justice engages constructively with current policy and practice debates, tackling issues such as the criminalisation and penalisation of youth, sentencer decision-making, the incarceration of young people and the role of public opinion. It also features an applied focus on professional practice.
Drawing on a wide range of high-quality research, this book will enrich the work of practitioners, managers, policy-makers, students and academics in social work, youth work, criminal justice and youth justice in the UK and beyond.

Part One: Youth Offending and Youth Justice in Context. Chapter 1. Introduction. Monica Barry and Fergus McNeill, both of the Universities of Glasgow and Strathclyde, UK. Chapter 2. The Changing Landscape of Youth and Youth Crime. Sheila Brown, University of Plymouth, UK. Chapter 3. Criminal Careers and Young People. Susan McVie, University of Edinburgh, UK. Chapter 4. Children and Young People: Criminalisation and Punishment. Rod Morgan, University of Bristol, UK. Chapter 5. Youth Justice Policy and its Influence on Desistance From Crime. Monica Barry. Chapter 6. Youth, Crime and Punitive Public Opinion: Hopes and Fears for the Next Generation. Shadd Maruna, Queens University Belfast, UK and Anna King, Rutgers University, USA. Part Two: Youth Offending and Youth Justice in Practice. Chapter 7. Beyond Risk Assessment: The Return of Repressive Welfarism? Jo Phoenix, University of Durham, UK. Chapter 8. Supervising Young Offenders: What Works and What's Right? Fergus McNeill. Chapter 9. Incarcerating Young People: The Impact of Custodial 'Care'. Mark Halsey, Flinders University, Adelaide, Australia and James Armitage, Attorney-General's Department, Australian Government. Chapter 10. Doing Youth Justice: Beyond Boundaries? Anna Souhami, University of Edinburgh, UK. Chapter 11. Conclusions. Monica Barry and Fergus McNeill. The Contributors. Subject index. Author index.

The Editors
Monica Barry
Monica Barry is a senior research fellow at the Glasgow School of Social Work, and an honorary senior research fellow at the Scottish Centre for Crime and Justice Research. She is author of Youth Offending in Transition: The Search for Social Recognition and editor of Youth Policy and Social Inclusion: Critical Debates with Young People, both published by Routledge.
Fergus McNeill
Fergus McNeill is Professor of Criminology & Social Work at the Glasgow School of Social Work, a joint initiative of the Universities of Glasgow and Strathclyde, and Network Leader at the Scottish Centre for Crime and Justice Research at the University of Glasgow. He is co-author of Reducing Reoffending: Social Work and Community Justice in Scotland, published by Willan.

Street Wise
A Programme for Educating Young People about Citizenship, Rights, Responsibilities and the Law
Foreword by Bishop Tim Stevens
Edition: 1st
Format: Paperback
Author: Sam Frankel
ISBN: 978-1-84310-680-7
Publishers: Jessica Kingsley
Price: £29.99
Publication Date: 2009
Publisher's Title Information

Designed to equip young people with the knowledge and skills they need to be street wise - to understand their rights and responsibilities - this resource challenges young people to engage in relevant moral questions through raising awareness of the criminal process and how it applies to them, so that that they can take a lead in developing better relationships within their communities.
Sam Frankel has devised a fully-photocopiable modular, flexible programme for use with individuals or in group work, covering topics such as police powers, stereotypes and peer pressure. Written for facilitators, this creative and interactive resource comprises exercises, facilitator's notes and handouts to help challenge young people to think about how they want to be seen, what behaviour they feel is right and wrong and the role and purpose of the criminal law.
This easy-to-use resource is suitable for secondary and tertiary school teachers, youth leaders and social workers working with young people aged 15 and above. It will also be of interest to those involved in family work with local Primary Care Trusts.

' …an important contribution to the prominent discourse around young people out on the streets… rather than simply seeing young people as a problem, the material within this book seeks to equip young people with the knowledge and skills needed to be seen as a constructive force within their communities.'
Bishop Tim Stevens, Chair of The Children's Society

Street Wise - a Course. Session 1. Young People and Society. Session 2. Right and Wrong. Session 3. It's a Crime. Session 4. Street Law. Session 5. Citizenship in Practice. References. Index.

Safeguarding Children Living with Trauma and Family Violence
Evidence-Based Assessment, Analysis and Planning Interventions
Best Practice in Working with Children Series
Edited by Brigid Daniel, Professor of Social Work, Department of Applied Social Science,
Edition: 1st
Format: Paperback
Author: Arnon Bentovim, Antony Cox, Liza Bingley Miller and Stephen Pizzey
ISBN: 978-1-84310-938-9
Publishers: Jessica Kingsley
Price: £24.99
Publication Date: 2009

Publisher's Title Information
systematic approach to evidence-based assessment and planning for children living with trauma and family violence, this practical book shows how to assess and analyse the needs of the child, make specialist assessments where there are continuing safeguarding concerns (using the Assessment Framework) and plan effective child-centred and outcome-focused interventions.
The authors analyse the impact of exposure to a climate of trauma and family violence on a child's bioneurological development and on their capacity to form attachments and to develop and reflect on relationships through childhood and adolescence into adulthood. They bring together the assessment of children in need with the evaluation of significant harm and risk, and potential for rehabilitation, and also explore the application of evidence-based approaches to intervention.
This book is an essential tool for all front-line practitioners working with child protection, including social workers, child and adolescent mental health practitioners, police officers, probation workers and domestic violence organizations. It is also suitable for undergraduate, postgraduate and post-qualifying students.

Chapter 1. Growing Up in a Climate of Violence - Frameworks for Understanding Family Violence. Chapter 2. Assessing Children's Needs - A Model of Assessment, Analysis, Planning Interventions and Identifying and Measuring Outcomes For The Child. Chapter 3. Collecting Information: Evidence-Based Approaches to Assessment. Chapter 4. Gathering Information, Analysis and Planning Interventions: The Ward Family - A Case Example. Chapter 5. Assessing Strengths and Risks with Children and their Families - Operationalising the Assessment Framework where there are Safeguarding Concerns. Chapter 6. Specialist Assessment where there are Continuing Safeguarding Concerns. Chapter 7. Therapeutic Intervention with Children Living with Trauma and Family Violence. Chapter 8. Principles and Practice in a Safeguarding Context: The Green family - A case example. References. Index.

The Authors
Arnon Bentovim is Honorary Consultant Child and Adolescent Psychiatrist to the Great Ormond Street Children's Hospital and the Tavistock Clinic. He is also Honorary Senior Lecturer at the Institute of Child Health, University College London. Antony Cox is Emeritus Professor of Child and Adolescent Psychiatry at Guy's, King's and St Thomas' School of Medicine, London. Liza Bingley Miller is an independent social work consultant and National Training Coordinator of Child and Family Training. Stephen Pizzey is an independent social worker.

Best Practice in Working with Children Series
Edited by Brigid Daniel, Professor of Social Work, Department of Applied Social Science, University of Stirling.
The titles in the Best Practice in Working with Children series are written for the multi-agency professionals working to promote children's welfare and protect them from harm. Each book in the series draws on current research into what works best for children, providing practical, realistic suggestions as to how practitioners in social work, health and education can work together to promote the resilience and safety of the children in their care. Brigid Daniel is Professor of Social Work in the Department of Applied Social Science at the University of Stirling. She is co-author of several textbooks and practice resources on child care and protection. She was a member of the multi-disciplinary team that carried out a national ministerial review of child protection practice in Scotland.

Defying Disability
The Lives and Legacies of Nine Disabled Leaders
Edition: 1st
Format: Paperback
Author: Mary Wilkinson
ISBN: 978-1-84310-415-5
Publishers: Jessica Kingsley
Price: £17.99, $36.95
Publication Date: 2009
Publisher's Title Information

, ' …a fascinating insight into the lives of nine people who overcame the potential disadvantage of disability to achieve recognition, change and national acclaim. The story of motivation and unstoppable determination reflected by the lives of each of these disabled leaders is inspiring. The book is admirable in describing the power of the human spirit when not accepting limitations imposed by others, to strive beyond possible expectations. It paves the way forward in recognizing the rights and abilities of all disabled people.'
- Peter Burke, Senior Lecturer in the Department of Social Sciences, Hull University, and author of Disability and Impairment: Working with Children and Families and Brothers and Sisters of Disabled Children.
This book tells the stories of nine disabled leaders who, by force of personality and concrete achievement, have made us think differently about disability. Whatever direction they have come from, they share a common will to change society so that disabled people get a fair deal.
There are compelling biographies of:
Sir Bert Massie: public servant
Lord (Jack) Ashley: Labour politician
Rachel Hurst: activist and campaigner
Tom Shakespeare: academic
Phil Friend: entrepreneur and business consultant
Peter White: broadcaster
Mat Fraser: actor, musician and performer
Andrew Lee: activist and campaigner
Dame Tanni Grey-Thompson: Paralympic champion
Defying Disability is based on extensive interviews with the subjects and the people who know them. It marks their similarities and differences, the forces that drove them to achieve, the impact they have had on policies and practice, and how the modern history of disability in the UK has been played out in their lives.
Defying Disability is not just a good read; it will inform professionals in the field, students in disability studies, disabled people, their families and carers, and everyone interested in disability politics and policies.

Reviews to Date
'This important book provides a fascinating insight into the achievements of nine disabled leaders and the development of British disability politics and practice over the past 40 years. The leaders profiled reveal both a range of approaches to tackling disabled people's exclusion, and differences in personal attitudes towards impairment and disability politics itself. In doing so, Defying Disabilty provides a more accurate reflection of the diversity of disability than some traditional disability texts.'
Claire Tregaskis,
disability consultant, Inclusion Full Stop

There are many ways to define disability and it takes many forms. I know a little of what one of the nine suffers, because following a cold virus in 1989 I was left with Hypercusis and continuous severe Tinnitus, which means I understand the fight undertaken by Jack Ashley with his deafness and Tinnitus. Because of it, my career ended early and every day since has been a minor challenge.
Reading the sheer courage of people such as the nine portrayed in the book, showed how it is possible to overcome disability even when the odds are stacked against you - indeed in the case of some such as Jack Ashley, Colin White, Bert Massie, and Phil Friend, the relative poverty of their parents made the fight even harder. Being born into poverty or reduced circumstances could itself be described as a form of disability. As a child I often heard the expression 'money doesn't buy happiness'. Well I'm sorry, but I think it goes a long way and certainly helps.
This in an important insight into the lives of nine brave people, who have, whatever their background fought for themselves and others; and in the case of some changed the law and our way of seeing others. This book should be read by all.
Rob Jerrard

Challenges to the Human Rights of People with Intellectual Disabilities
Edition: 1st
Format: Paperback
Author: Edited by Frances Owen & Dorothy Griffiths
ISBN: 978-1-84310-590-9
Publishers: Jessica Kingsley
Price: £27.99
Publication Date: 2009
Publisher's Title Information

'A book such as this both demonstrates the progress that has been made over recent years, and will also serve to enhance respect for the human rights of persons with intellectual disabilities in the years to come' - From the Foreword by Orville Endicott
This wide-ranging volume provides a multidisciplinary examination of human rights and the lives of people with intellectual disabilities.
The book combines historical, psychological, philosophical, social, educational, medical and legal perspectives to form a unique and insightful account of the subject. Initial chapters explain the historical context of rights for people with intellectual disabilities, including the right to life, and propose a conceptual framework to inform contemporary practice. Contributors then explore the many theoretical and practical challenges that people with intellectual disabilities face, in exercising their civil rights, educational rights or participatory rights, for instance. The implications arising from these issues are identified and practical guidelines for support and accommodation are provided.
This book will be an essential resource for practitioners, advocates, lawyers, policy-makers and students on disability courses.

Introduction: The Rights Education Project that Inspired this Book. Frances Owen Brock University, Ontario, Canada and Dorothy Griffiths, Brock University, Ontario. 1. Historical and Theoretical Foundations of the Rights of People with Intellectual Disabilities: Setting the Stage. Frances Owen, Dorothy Griffiths, Donato Tarulli, Brock University, Ontario and Jacqueline Murphy, Niagara University, New York, USA. 2. The Emergence of the Human Rights of Persons with Intellectual Disabilities in International Law: The Cases of the Montreal Declaration on International Disabilities and the United Nations Convention on the Rights of Persons with Disabilities. Jocelin Lecomte, West Montreal, Lisette-Dupras, Readaptation Centers, University of Quebec, Montreal, Canada, Céline Mercier, University of Montreal, McGill University and West Montreal. 3. Right to Life. Shelley Watson, Laurentian University in Sudbury, Ontario and Dorothy Griffiths. 4. Self-Determination and the Emerging Role of Person-Centred Planning: A Dialogical Framework. Donato Tarulli and Carol Sales, Brock University, Ontario. 5. Legal Rights and Persons with Intellectual Disabilities. Voula Marinos, Brock University, Ontario, Dorothy Griffiths, Leanne Gosse, Brock University, Ontario, Jennifer Robinson, University of Waterloo, Ontario, J. Gregory Olley, University of North Carolina, USA and William Lindsay, University of Abertay, Scotland. 6. Medical Rights for People with Intellectual Disabilities. Yona Lunsky, University of Toronto and Centre for Addiction and Mental Health, Toronto, Canada; Paul Fedoroff, Institute of Mental Health Research of the University of Ottawa, and Sexual Behaviors Clinic of the Forensic Program of the Royal Ottawa Hospital, Canada; Kajsa Klassen, Brock University, Ontario, Carolyn Gracey, Centre for Addiction and Mental Health, Toronto, Susan Havercamp, University of South Florida, USA, Beverly Fedoroff, Centre for Nursing and Health Studies at Athabasca University, Alberta, Canada and Nicholas Lennox, The University of Queensland, Australia. 7. Sexuality and Human Rights of Persons with Intellectual Disabilities. Deborah Richards, Sexuality Clinic at Community Living Welland Pelham, Ontario, Nancy Miodrag, McGill University, Montreal, Shelley Watson, Laurentian University in Sudbury, Ontario, Maurice Feldman, Brock University, Ontario, Marjorie Aunos, West Montreal and Lisette-Dupras, Diane Cox-Lindenbaum, Private Clinician and Consultant, Connecticut, USA and Dorothy Griffiths. 8. Right to Evidence-Based Treatment for Individuals with Developmental Disabilities: Issues of the Use of Therapeutic Punishment. Tricia Vause, Brock University, Ontario, Kaleigh Regehr, Brock University, Ontario, Maurice Feldman, Brock University, Ontario, Dorothy Griffiths and Frances Owen. 9. Rights and Education. Christine Y. Tardif-Williams, Brock University, Ontario, Marion Trent-Kratz, Krystine Donato, Brock University, Ontario. 10. Ensuring Rights: Systematic and Educational Approaches. Frances Owen, Mark Julien, Carol Sales, Christine Y. Tardif-Williams, Barbara Vyrostko, Community Living Welland Pelham, Ontario and Karen Stoner, Autism Ontario (Niagara Chapter).

Good Practice in Safeguarding Children
Working Effectively in Child Protection
Series: Good Practice in Health, Social Care and Criminal Justice
This series explores key practice areas for professionals working in social care, health care and the probation service. Contributors are drawn from a wide variety of settings, both in the voluntary and statutory sectors.
Edited by Jacki Pritchard
Edition: 1st
Format: Paperback
Authors: Liz Hughes & Hilary Owen
ISBN: 978-1-84310-945-7
Publishers: Jessica Kingsley
Price: £19.99
Publication Date: 2009
Publisher's Title Information

Good Practice in Safeguarding Children considers how front-line professionals can keep the best interests of the child at the heart of their work when statutory guidance, the way agencies are integrated and the delivery of services are changing.
Liz Hughes and Hilary Owen have drawn together contributors' experiences of working with safeguarding children on a broad range of issues, including neglect, trafficked children, parents with learning difficulties and child protection supervision. The contributors discuss current dilemmas in safeguarding children work and provide models of good practice, including case scenarios and exercises. This book explores how changes in the system offer an opportunity to enhance the quality of service provision, to achieve better outcomes for children and their families.
This book is a must-read book for all front-line practitioners involved in safeguarding children, including social workers, child and adolescent mental health practitioners, police officers, healthcare professionals, probation workers and teachers. It is also suitable for undergraduate, post-graduate and post-qualifying students.

Introduction: Hilary Owen, Barnsley Metropolitan Borough Council and Liz Hughes, NHS Sheffield. Chapter 1. From Protection to Safeguarding: Bringing You Up to Date on Statutory Responsibilities. Hilary Owen. Chapter 2. The Contribution of Schools to Safeguarding Children. Flora Bandele, Sheffield City Council. Chapter 3. Making the Most of a Home Visit. Liz Hughes. Chapter 4. Infant Mental Health and Early Attachment. Dipti Aistrop, Sheffield Primary NHS CareTrust. Chapter 5. Working with Unco-operative or Hostile Families. Ruth Pearson, Sheffield Hallam University. Chapter 6. Neglect and Parental Learning Disability. Rosie Jakob, Children and Family Court Advisory and Support Service, and Gail Gumbrell, Community Learning Disability Team, Bradford. Chapter 7. Safeguarding Children Who Live with Parental Substance Misuse. Mandy Craig, Sheffield Safeguarding Children Board. Chapter 8. Domestic Abuse and Safeguarding Children. Sue Peckover, University of Huddersfield. Chapter 9. Safeguarding Children and Mental Health Practice. Karen Johnson, Derbyshire Mental Health Services. Chapter 10. Safeguarding Trafficked Children. Emma Kelly, ECPAT UK (End Child Prostitution, Child Pornography and the Trafficking of Children). Chapter 11. Criminal Investigation and Safeguarding; Dilemmas for Policing. Jeff Boxer, National Policing Improvement Agency (NPIA). Chapter 12. Good Practice in Undertaking Social Work Assessments. Rosie Jakob. Chapter 13. The Most Professional Relationship. Liz Hughes. Chapter 14. Doing Serious Case Reviews Well: Politics, Academia, Risk Management and Staff Care. Hilary Owen. List of Contributors. Subject Index. Author Index.

The Nearest Relative Handbook
2nd edition
Edition: 2nd
Format: Paperback
Author: David Hewitt
ISBN: 978-1-84310-971-6
Publishers: Jessica Kingsley
Price: £17.99
Publication Date: 2007
Publisher's Title Information

When a person is subject to the Mental Health Act, many of his or her principal rights are taken away. It is the function of the nearest relative to compensate for that loss.
This fully updated second edition explains how the nearest relative is identified, and how in some cases he or she might be displaced. It also contains a wealth of new case examples and illustrative scenarios, providing a succinct discussion of each significant case and incorporating all the very latest changes to the Mental Health Act.
The Nearest Relative Handbook will be an invaluable aid to those who find themselves in a professional relationship with a nearest relative, to those who are or wish to be a nearest relative and to anyone needing to make sense of the relevant statutory provisions.

Praise for the first edition:
'An excellent, comprehensive and thoughtful guide to the rights, powers, and duties of nearest relatives under the Mental Health Act. This is the definitive work on the subject.'
- Phil Fennell, Professor of Law, Cardiff Law School
'This intelligent and comprehensive analysis is a welcome addition to the currently scant literature in this area.'
- Journal of Mental Health Law
'There can hardly be a professional concerned with MeHA 1983 and its practical application in daily practice who will not benefit from having this book to hand... '
- New Law Journal
'Hewitt looks first at the development of the role of nearest relative, where it is now, the problems it presents and how these are likely to be resolved…The rules are comprehensively worked through and the examples clear.'
- Tony Eaton, Solicitor, Brent Community Law Centre

List of Abbreviations Used in this Book. Introduction. 1. The Recent History of the Nearest Relative. 2. The Nearest Relative of an Adult. 3. The Nearest Relative of some Minors. 4. Ceasing to be the Nearest Relative. 5. Admission and the Nearest Relative. 6. Discharge and the Nearest Relative. Appendix One. Statutory Extracts. Appendix Two. Regulations. Appendix Three. Specimen Document. Appendix Four. List of Legal Cases Cited. References. Subject index. Author index.

Being White in the Helping Professions
Developing Effective Intercultural Awareness Edition:
Format: Paperback
Author: Judy Ryde
ISBN: 978-1-84310-936-5
Publishers: Jessica Kingsley
Price: £19.99
Publication Date: 2009
Publisher's Title Information

In this reflective yet practical book, the author challenges white helping professionals to recognize their own cultural identity and the impact it has when practising in a multicultural environment.
Judy Ryde reveals how white people have implicit and explicit advantages and privileges that often go unnoticed by them. She suggests that in order to work effectively in a multicultural setting, this privilege needs to be fully acknowledged and confronted. She explores whether it is possible to talk about a white identity, addresses uncomfortable feelings such as guilt or shame, and offers advice on how to implement white awareness training within an organization.
Ryde offers a model for 'white awareness' in a diverse society and provides concrete examples from her own experience. This book is essential reading for students and practitioners in the helping professions, including social workers, psychotherapists, psychologists, counsellors, healthcare workers, occupational therapists and alternative health practitioners.

Introduction: Looking in the Mirror. Part 1. Experiencing Whiteness in a Racialized Context. Chapter 1. Being White. Chapter 2. Discovering Whiteness Together. Chapter 3. Shame and Guilt. Part 2. The Practice of White Helping Professionals within a Racialized Context. Chapter 4. The Core Beliefs Underpinning our Work as White Helping Professionals. Chapter 5. Practising with White Awareness as Professionals. Part 3. White Organizations within a Racialized Context. Chapter 6. Organizational Considerations: Working in a Racialized Context. Chapter 7. Training for White Awareness. Chapter 8. Whiteness in Supervision. Conclusion: This is the Best Time to Dream the Best Dream of them All. Index.

Reviews to-date
'I feel most honoured to have been invited to write this foreword. This book is the result of a long and dedicated journey of exploration, commitment to social justice, high aspirations for psychotherapeutic practice and scholarship. I do hope Judy will be recognised and valued for this significant contribution to the helping professions.'
- Extract from the Foreword by Colin Lago, Fellow, British Association for Counselling
'I'm impressed with the calm and scholarly practitioner approach taken in this book...a timely and useful contribution to the helping profession's challenge of creating a valued and valuable experience for all those people seeking help ...An original approach to a rarely discussed challenge for all in the helping professions.'
- Lord Victor Adebowale, Chief Executive of Turning Point
'Engaging with Judy Ryde's passionate, scholarly, effective and original book, I feel both more and less certain about myself as a white person or white professional. This reflective state, which I expect others will share, is Ryde's political and psychological gift and staying in that state will be essential to my clinical work and personal life. The book will make every analyst, therapist or counsellor - indeed, everyone in the helping professions - reflect on who they are as they work, far beyond what is already managed in the relational and intersubjective traditions. Ryde has managed to bring three diverse impossibilities together into one challenging whole: citizenship, professionalism and individuation.'
- Andrew Samuels, Professor of Analytic Psychology, University of Essex