Engaging with Complexity: Child and Adolescent Mental Health and Education [NOOK Book]

Overview

Children and young people spend a great deal of their time in schools and other education settings. Consequently those working in such contexts have a huge impact and influence on the development, experiences and thinking of the children and young people with whom they interact.This book represents the richness and variety of ideas shared by some of the contributors to the first European Conference on Child and Adolescent Mental Health in Education Settings, held in Paris in 2005 and hosted by the Tavistock and ...
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Engaging with Complexity: Child and Adolescent Mental Health and Education

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Overview

Children and young people spend a great deal of their time in schools and other education settings. Consequently those working in such contexts have a huge impact and influence on the development, experiences and thinking of the children and young people with whom they interact.This book represents the richness and variety of ideas shared by some of the contributors to the first European Conference on Child and Adolescent Mental Health in Education Settings, held in Paris in 2005 and hosted by the Tavistock and Portman NHS Foundation Trust. The intention of the event was to gather together child mental health and educational professionals from across Europe to share innovative practice. The success and impact of this conference was such that it became the first of what is now a bi-annual series of events each taking place in a different European city.
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Product Details

  • ISBN-13: 9781780498720
  • Publisher: Karnac Books
  • Publication date: 8/31/2011
  • Series: Tavistock Clinic Series
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 240
  • File size: 340 KB

Meet the Author

Rita Harris is CAMHS Director of the Tavistock and Portman NHS Foundation Trust. She continues to work as a clinical psychologist and family therapist in a fostering, adoption, and kinship care service within the Trust, specializing in issues of contact for children with parents with whom they no longer live. She has a long record of developing community services in partnership with local authorities and the voluntary sector and involving children and young people in their planning and delivery.

Sadegh Nashat is a consultant clinical psychologist and a systemic psychotherapist at the Tavistock and Portman NHS Foundation Trust. As a training lead, he has developed and delivered a range of child, adolescent, and family mental health programmes aimed at education professionals. He has a special interest in the area of social and school exclusion and in mental health interventions in education settings.

Sue Rendall is a consultant child and educational psychologist and is Director of EP Initial and CPD Doctoral Training at the Tavistock and Portman NHS Foundation Trust. She has thirty-seven years' experience working in health and educational contexts, including being head of middle school in a co-educational comprehensive school and, later, after training as an educational psychologist at Birmingham in 1981, as an educational psychologist in three local-authority multidisciplinary services. She was Vice Dean of Postgraduate Training in the Child & Family Directorate of the Tavistock, for six years, and in 2005-6 was seconded to the DfES for two days a week as Professional Advisor for Child & Adolescent Mental Health. Her PhD research was a systemic understanding of school exclusion.

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Table of Contents

SERIES EDITOR’S PREFACE
ACKNOWLEDGEMENTS
ABOUT THE EDITORS AND CONTRIBUTORS

INTRODUCTION

1) Passion in the classroom: understanding some vicissitudes in teacher–pupil relationships and the unavoidable anxieties of learning—Margaret Rustin
2) The school as a secure base—Nupur Dhingra Paiva
3) Integrating reintegration: the role of child & adolescent mental health professionals in supporting the inclusion of excluded pupils—Mike Solomon
4) The Mediation Model:a conflict resolution approach for the promotion of the psychological well-being of children and adolescents—Joseph Rieforth
5) Giving feelings a voice: the case for emotionally literate schools, with particular reference to a London comprehensive—Elizabeth Scott
6) Working and learning together: a collaboration between the Tavistock Clinic and New Rush Hall School—Gillian Ingall & Maureen Smyth
7) Supporting children diagnosed with a developmental disorder: advantages of family home interventions for school integration—Patrice Govaerts
8) Changing conversations—David Fourmy
9) “Fox’s Earth”: developing social links in a traumatized community—Simonetta Adamo
10) The role of a child & adolescent mental health service with looked-after children in an educational context—Rita Harris & Yvonne Ayo
11) Families and schools—a network of interdependent agencies: the ecology of development—Laura Fruggeri
12) The social construction of school exclusion—Sadegh Nashat & Sue Rendall

REFERENCES
INDEX

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