How to Help Children and Young People With Complex Behavioural Difficulties: A Guide for Practitioners Working in Educational Settings.
|Article Type:||Book review|
|Subject:||Books (Book reviews)|
|Publication:||Name: British Journal of Occupational Therapy Publisher: College of Occupational Therapists Ltd. Audience: Academic Format: Magazine/Journal Subject: Health Copyright: COPYRIGHT 2011 College of Occupational Therapists Ltd. ISSN: 0308-0226|
|Issue:||Date: Oct, 2011 Source Volume: 74 Source Issue: 10|
|Topic:||NamedWork: How to Help Children and Young People With Complex Behavioural Difficulties: A Guide for Practitioners Working in Educational Settings (Nonfiction work)|
|Persons:||Reviewee: Cole, Ted; Knowles, Barbara|
HOW TO HELP CHILDREN AND YOUNG PEOPLE WITH COMPLEX BEHAVIOURAL
DIFFICULTIES: A GUIDE FOR PRACTITIONERS WORKING IN EDUCATIONAL SETTINGS.
Ted Cole and Barbara Knowles. Jessica Kingsley Publishers, 2010. 18.99
[pounds sterling]. 240 pp. ISBN 978-1-84905-049-4
In the authors' own words, this book offers an approachable overview of good practice when working with children with behavioural, emotional and social difficulties (BESD). The authors have covered all areas of practice for children with BESD, including understanding BESD, normal development, theoretical underpinnings for practice, assessment and interventions. It offers a good mix of theory and practical strategies, and incorporates United Kingdom legislation and government papers as part of a thorough and culturally relevant evidence base for practice. In presenting an overview of practice for this client group, a vast number of topics are touched upon so there is no real depth to the information, but the authors do signpost to recommended further reading throughout the book.
As indicated by the title, this is a book aimed at practitioners in education; largely, it appears, to teaching assistants and special educational needs staff. For occupational therapists, it offers little new knowledge to inform clinical practice further. The underlying philosophy presented mirrors core occupational therapy philosophy and the practical strategies used could be classed as bread and butter occupational therapy (active participation, environmental adaptation, engagement in meaningful activity), broken down into nugget-sized pieces and presented in an accessible way for practitioners who are new to working with children with special needs, specifically BESD. To avoid wading through chapters on developing school behavioural policy and pastoral support programmes, be reassured that an ambiguous evidence base for occupational therapy with children with BESD, in the context of education, can be found in this book.
Sam Armitage, Community Paediatric Occupational Therapist, East Cheshire NHS Trust.
|Gale Copyright:||Copyright 2011 Gale, Cengage Learning. All rights reserved.|