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"Blaber's Foundations for Paramedic Practice, 4th Edition is an essential resource for students undertaking their journey into paramedic science." Sarah Lewis-Tulett RN, RM, PGCert, MSc, SFHEA. Associate Dean, University of Brighton, UK "The fourth edition of Blaber's Foundations for Paramedic Practice has been constructed by an incredible wealth of knowledgeable healthcare practitioners, who have captured the true essence for being an operation paramedic on today's front-line service." Jason Sadler, Swansea University, Senior Lecturer, Year One Lead, UKThis bestselling undergraduate level book is an ideal resource for student paramedics looking for an excellent introduction to the main theoretical subjects studied in paramedic courses, and links practice issues to the all-important theory base. The chapters bring to life a wide variety of academic subjects, making complex subjects easily readable and encourage reflection on how theory fits with practice. This fourth edition ties into the 2023 NHS Workforce Plan and has been thoroughly revised throughout to include new chapters on Frailty in the Pre-Hospital Environment, Remote Decision Making, Telehealth and Virtual Digital Health and Practice-Based Learning. This new edition also covers: Ethics and law for the paramedic Reflective practice and interpersonal communication Using clinical audit to improve patient care, research and evidence-based practice Mental health: children, young people and adults Psycho-social aspects of healthcare and illness Care of vulnerable adults, including people living with dementia Caring for patients at the end of their lives Safeguarding children and adults Managing change, decision-making and leadership theory Continuing professional development: pre- and post-registration Written by a team of experienced paramedics, specialist health care professionals and doctors from across the UK, the book includes numerous links to practice, a wide selection of case studies and examples which encourage you to 'stop and think' and reflect upon your practice and life experience. Blaber's Foundations for Paramedic Practice: A Theoretical Perspective, Fourth Edition is a core text for student paramedics and a valuable resource for students of all allied health professions. Amanda Blaber has many years of experience in several higher education institutions, lecturing nurses and paramedics in healthcare subjects, on both undergraduate and postgraduate courses. She is an Honorary Fellow of the College of Paramedics and Senior Fellow of the Higher Education Academy.

"From start to finish, this book gives a clear overview of the skills required to be successful at thinking critically both in academic work and within clinical practice."Ruth Trout, Senior Lecturer in Acute Care, Programme and BSc Dissertation Lead, MSc Dissertation Supervisor, Buckinghamshire New University, UK "This third edition of this book continues where the first and second editions excelled - in providing the foundations of critical thinking for students of health and social care." Dr David M Rea, School of Health and Social Care, Swansea University, UKEver been told to be 'more critical' in your essay writing? Ever wondered what critical thinking actually is and how you can apply it in your academic work and practice?Returning in its third edition, this bestselling guide takes you through every stage of becoming a critical thinker, from approaching your subject to writing your essays or dissertation in health and social care. Each chapter tackles a different aspect of critical thinking and shows you how it's done using examples and simple language.Beginning with an overview of the importance of critical thinking, the book goes on to cover:How to think more critically about readily available informationHow to find the 'best available' evidence and be more critical of itHow to demonstrate critical thinking in written work and presentationsHow to adopt critical thinking in practiceHow critical thinking can play a key part in the development of health and social care servicesRefreshed with up-to-date theory and contemporary ideas throughout, this fully revised third edition includes:Further examples to illustrate important pointsAdditional activities to help deepen learningNew sections on writing with a critical voice from notetaking to a final draftAdvice about thinking and writing critically when using online resources and social mediaFurther developments to the key tool 'Six questions for critical thinking' which will assist you in developing your skills for academic work and practice - updated for this edition in response to student evaluationThis book is an essential purchase for students and qualified healthcare staff alike.Dr Helen Aveyard is a Principal Lecturer in the Oxford School of Nursing and Midwifery at Oxford Brookes University, UK.Dr Marion Waite is a Principal Lecturer in Nursing and Education in the Oxford School of Nursing and Midwiferyat Oxford Brookes University, UK.

Therapy with traumatised clients can be fraught with problems and therapists working with these clients seek greater understanding of the specific problems they encounter. Trauma Therapy and Clinical Practice weaves together neuroscience research and the experience of trauma, taking a fresh look at how original Gestalt theory informs our current understanding of trauma therapy.The book:. Places trauma and trauma therapy in a relational field model Includes material on change processes, triggers, dissociation, shame, enactment and resources. Describes clearly the neurobiology of trauma and the role of the body in maintaining trauma reactions and in the recovery process. Offers experiments for deepening the therapist's embodied presence. Provides numerous clinical examples and an extended case studiesMiriam Taylor offers readers a theoretical basis for interventions and shows how simple Gestalt concepts can be applied in trauma therapy. By creating the conditions in which awareness, choice and vitality can grow, contemporary relational Gestalt is shown to be exceptionally well suited for trauma clients.The book is presented in three parts covering theory, the phenomenology of trauma and the therapeutic relationship. Including a glossary for readers unfamiliar with Gestalt therapy, case studies and reflection points, this book is a thoughtful and coherent guide for trainees and practitioners in counselling and therapy.>>

This book is about the knowledge, skills and professional issues for digital practice by psychological practitioners. It is aimed as a core text for students and qualified psychological therapists wanting to engage in ethical digital practice to support wellbeing at many levels of delivery, from online therapy to immersive gaming interventions.It covers all areas of current practice as well as directions for a digital future for applied psychology. The unique combination of clinical, research and industry digital expertise that editors Pote, Moulton-Perkins and Campbell brings positions this text as the first in its field to provide both a firm grounding in the evidence base whilst equipping the novice and experienced online therapist with the practical tips needed to deliver safe and effective practice, whether that be in NHS private practice or wellbeing industry contexts, within national borders or across them.The digital competencies are aimed at pre-registration level training, but many practitioners will not have already received this as part of their historical training and will therefore find it relevant and useful, particularly given the move to digital practice as a result of COVID-19.The text is informed and structured around the Division of Clinical Psychology Digital Mental Health Skills Competency framework's (British Psychological Society, 2020) and as such provides a rigorous and coherent coverage of all the skills required for psychological digital practice, from the basics to beyond.

By starting from the historical and contextual background to trauma treatment this book will provide a foundational exploration of contemporary trauma practices. Providing an accessible text for counselling students and practitioners. By considering a range of approaches to trauma treatment and by establishing trauma as inter-relational the book will centre the therapeutic relationship as the means to healing.This book will take a transcultural approach to avoid an overly euro-centric approach allowing readers to apply learnings to their own contexts and experiences. Utilising case studies and vignettes from the authors' practice the book will ensure that readers are able to translate theory into practice.Guiding readers through each stage of the therapeutic relationship using examples and vignettes the book will cover boundary setting; treatment planning; understanding the client in dynamic terms; reflective practice and post-traumatic growth.Breaking down complex ideas into accessible approaches and using practical examples this book will enable students of psychotherapy as well as practitioners, to enhance their understanding of the theoretical basis of trauma treatment in a way that facilitates ongoing professional development.

Whilst women were barred access to scientific training in psychology's formative generations, men are now the statistical minority among psychology undergraduate degrees in the 21st century. Why and how has gender come to determine who writes about whose psychology and with what effect? When did the psychology classroom become a female space? Why are men still over-represented among professors in psychology departments? Why does Freud always mean Sigmund rather than Anna? Why is the concept of formal operations attributed to Jean Piaget rather than Barb Inhelder? Do you have to be hysterical if you are a woman who wants more than a footnote in the field's history? And where did the idea of gender come from anyway?>This Feminist Companion to Historical and Conceptual Issues in Psychology gives students both the space to explore such questions about their chosen field of study and the means to find the tools to find those answers in this space. It will navigate the history of psychology through key moments where conceptual frameworks took shape or were shaken, whilst the meaning of gender was at stake. By so doing, it aims to give opportunities to develop the skills to debug the discipline's male-centred hardware and rewrite its code.>Students reading this book will dialogue with the field's foremothers about how their desires to shape psychology got actualized, diverted or forgotten. They will use this dialogue to conceptualize their own present moment as contingent, and as a key moment that can be seized with feminist hands to meet the challenge of creating psychology's sustainable, inclusive and ethical future.>

The fifth edition of Starting from the Child? reintroduces a question mark in its title. It explores whether, in light of increasing pressures from inspection, assessment and government reforms, it is still possible to plan a curriculum and pedagogy 'starting from the child'. Julie Fisher's overwhelming message is positive. Whilst acknowledging the challenges, she demonstrates in highly practical, principled and realistic ways how and why the young child must always be at the centre of good early years practice.

This is a textbook for medical students, for use on their Communication Skills modules. Medical students are taught psychological theory, yet often do not have the chance to apply this knowledge to practice situations. This book will help them to apply their knowledge of health psychology and learn how to include it when speaking with patients.Understanding the human behaviours that influence health and illness is essential within the field of medicine, and learning how to apply this knowledge when communicating with individuals in healthcare settings is vital. Never has this been clearer than during the recent pandemic, when public understanding of health communications has become an immediate matter of life and death.This book includes a valuable and helpful mix of theory and evidence, as well as detailed examples of how and when to apply your knowledge of health psychology to facilitate conversations about behaviour change with patients. This book covers behaviour change conversation tips and real, clinical practice examples to help build the communication skills that all medical students and doctors need to help improve public health.

"This book is an engaging and enlightening read. I highly recommend it to all personal tutors, academic advisors and anyone in higher education who guides students to learn more about themselves."Dr David Grey, UK Advising and Tutoring Association CEO"This book provides a unique, engaging, perspective on successful reflection, which is a welcome addition to the arduous academic textbooks on offer."Shelley O'Connor, Senior Lecturer in Mental Health Nursing, Liverpool John Moores University, UK"The second edition of this essential book continues to provide practitioners with an accessible and thorough account of reflection's essential ingredients."Dr Marc Roberts, Visiting Lecturer, Faculty of Health, Education, and Life Sciences, Birmingham City University, UKThis book is an easy to read, practical guide that will show you what reflection is and how you can do it successfully.Assuming no prior knowledge, this fully revised and updated text utilises the established ten essential ingredients of reflection from the first edition. It builds on this foundation to develop much needed reflective skills with new and updated chapters, enabling you to apply complex reflective theory and become an effective reflective practitioner.In clear and supportive language, Nicola Clarke will equip you with evidence informed understanding and ideas for application to your own situation, and support you to become an emotionally resilient, self-aware individual who can reflect and empower yourself to become the best version of you. This book includes:. Expansion beyond nursing to include those who study any subject in allied health and the related fields where reflection is a requirement.. New chapters exploring what reflection is, reflective writing for academic purpose, guided reflection, and new frameworks to support reflection.. A 'how to approach' using exercises for and examples from Health, Education and Life Sciences (HELS) and the everyday - reflection and reflective practice made real.. Authentic, jargon free writing that speaks to and is inclusive of the reader.. Information that will empower you to reflect correctly and inform how you receive, and who you allow to support guided reflection in you.This book is a must-have text for all students of nursing, allied health, social work and all fields where an understanding of self and reflection is required.Dr Nicola Clarke is a senior lecturer and doctoral supervisor for the faculty of Health, Education and Life Sciences (HELS) at Birmingham City University, UK.

The aim of the book is to extend understanding and knowledge of the lived experience of dementia through analysis of current research and in-depth conversations about dementia with a range of people living with the condition in the UK. It draws upon previous work on the "the experience of dementia" in the book Dementia Reconsidered - Revisited, 2nd edition, alongside an exploration of key concepts of Tom Kitwood's original text. A key aim and unique feature of the book is to give a voice to people with dementia and to link this with issues in dementia care, frameworks, policy and practice.

Returning in its third edition, this celebrated and handy pocketbook provides key advice for busy social work practitioners on the day-to-day aspects of using and applying the Mental Health Act. The practitioner and student will find this guide invaluable for quickly finding the information they need to set up, undertake and complete an assessment under the Mental Health Act. The updated text will incorporate crucial changes such as:.the Mental Capacity (Amendment) Bill, 2019.the replacement of the Deprivation of Liberty Safeguards (DoLs) with the Liberty Protection Safeguard (LPS) scheme.changes to contemporary law and policy such as those surrounding working with police and changes to the police powers.places of safety provisions in the Mental Health Act 1983 made by the Policing and Crime Act of 2017The new edition will be fully updated and revised to continue to be used as an essential quick-reference guide to law, regulations and good practice for those practicing and studying to undertake Mental Health Act assessments.

Coaching Skills is a popular text for coach training schools all over the world, brought to life with dozens of case studies and practical guidance, while also emphasizing the importance of underpinning psychological awareness and understanding.Substantially updated throughout, the latest edition has new material on coaching and the human brain, working with clients on their self-limiting beliefs, new models of understanding what coaching is and being a coach during the psychological stresses of a severe economic recession.Coaching Skills is a popular text for coach training schools all over the world, brought to life with dozens of case studies and practical guidance, while also emphasizing the importance of underpinning psychological awareness and understanding.This book will support you whether you are an experienced coach working with senior executives, or a beginner taking your first steps on the journey to becoming a master-practitioner. The book answers questions such as:.Are there really boundaries between coaching, therapy and training, or is it all more fluid than many people acknowledge?.Which tools and techniques pay dividends every time and which should you avoid?.What are the magic ingredients that determine whether the coach-client relationship works?.Why are goal-setting and questioning such important skills for any coach and how can you acquire them?.How as a coach can you work with clients to make truly transformational changes in their lives?"A straight-forward approach to the simple art of coaching conversations, while offering insight into the complexity and sophistication of coaching for those looking to take their practice to the next level."Dr Jonathan Passmore

The book will provide a theoretical and practical exploration of Interpretative Phenomenological Analysis (IPA) for Social Work research. The reader will take a journey through how lived experience can be discovered, how effective social work research can be designed and explore practical strategies for maximising quality. The book will explore the specific fit of IPA with social work as a professional practice drawing together values, skills and knowledge for eliciting, responding to and representing accounts of lived experience. The book will also consider the opportunities that IPA offers for the future of producing professional social work knowledge.This text will be a distinctive contribution to the creation of knowledge for social work practice. IPA is a methodology that enables exploration of the lived experience, which is a best fit with social work, a profession underpinned by working with those whose lived experience can lead to intervention from a social worker.

Part of the Understanding Public Health series, this newly revised edition of Making Health Policy has been updated to cover and aid the analysis of significant political and health policy developments since the publication of the second edition in 2012. The new edition includes a greater diversity of expertise and perspectives and reflects the latest research and thinking about how to do health policy analysis, including a new focus on issues such as the role of values in health policy, policy making in response to climatic and environmental change, and the growing importance of social media in the policy process. The new edition also draws on the COVID-19 pandemic and its response to highlight key aspects of the health policy process. The book, nonetheless, maintains the strengths of earlier editions that have made it popular with students, practitioners, policy makers, and teachers of health policy through its accessible style, comprehensive nature, use of empirical case studies from low- to high-income countries and range of learning resources.

This book aims to describe a number of research methods that are specifically useful for psychologists working in applied settings. This includes psychologists in training, such as clinical, counselling, health and educational psychologists, but also includes psychologists who are already working in applied settings, have had previous training but maybe feel rusty regarding research methods. The book aims to introduce some particular features that make applied psychological research distinct, including the reality of often having small sample sizes available. It will then outline a number of relevant research methods that work well in an applied setting. Charlotte Emma Wilson is Professor of Clinical Psychology at Trinity College Dublin, Ireland. Prior to working in academia, she was a practicing Clinical Psychologist.

More than most teachers, art teachers need to negotiate two professional identities of artist and teacher. They negotiate liminal spaces situated between artist-self and teacher-self, where contemporary art practice, identities and pedagogies fluidly coalesce. Pedagogic strategies that support symbiosis of artist and teacher, and the communities and professional practices that emerge differ according to the individual contexts they operate within. Contributing authors draw on extensive experience in the field to present pedagogic and practical insights in relation to the UK context. The book explores the importance of teaching communities and partnerships with cultural institutions. The four sections highlight the variety of influences that artist teachers need to combine and provide practical advice about how to maximise the opportunities that are available within the classroom.

A textbook on special educational needs which offers a balance between theory, research and practice as well as a unique analysis of the implications of the effects of linguistic, cultural and ethnic diversity on special educational needs. The fourth edition of this textbook will be revised and updated in order to respond to changes in the field, including developments in national policy and in ways of thinking about special educational needs and inclusion. It will take account of research and publications that have appeared since 2014, in particular in the international literature. There will be more on the theoretical aspects of inclusive practice and some of the case studies and learning activities will be updated to make them as relevant as possible, reflecting contemporary examples of best practice in the field. In addition to the central cross-cutting theme (equality, diversity and inclusion), other themes incorporated across chapters will include professional ethics, parental support for learning, person-centred practices and the effects of poverty.

Mentoring is today where coaching was fifteen years ago. Increasingly companies have understood its usefulness, with the transfer of knowledge between generations of managers and the impact of leadership on a company's values. Yet very few people really know what modern mentoring is, as a learning alliance between an experienced leader and a less-experienced leader where each participant benefits from an open approach to learning. To create a successful environment for mentoring it is essential to improve the core competencies involved; active listening, impactful questioning, providing feedback and leading to experimentation and action.The book is intended to be both practical and theoretical so that it can be used in both academic and corporate settings. It is the result of a collaboration between mentors from four continents. Three editors - Sylviane Cannio (Belgium), Cicero Carvalho (Brazil/Canada) and Fisher Yu (China), together with fifteen leading mentoring professionals from across the globe make the book particularly interesting and unique.

This book offers a holistic approach to special educational needs and inclusive practice. Psychology and special education have an important role within the inclusive process, but it must be understood and used effectively and in ways that do not contribute to exclusion. The book draws on psychological and educational theories, research and practice in order to increase students' and practitioners' awareness of issues related to identifying, assessing and supporting children with Special Educational Needs and Difficulties (SENDs) within an educational settings.It includes chapters that explore different methods and approaches along the special and inclusive education continuum, drawing on theory and research from psychology. Psychology can make a significant and substantial continuation to the inclusion agenda; its current dominance can be problematic when adopted and used uncritically and ineffectively, which can lead to exclusionary practices. Special Education (and deficit / medicalised models) can often dominate practice; it is essential that students and practitioners can effectively identify the approach (special vs inclusive) and understand the contributions and limitations inherent in these approaches to realising the inclusion agenda, so that they can apply them sensitively and effectively while striving to work inclusively. In particular, it looks into the special needs and difficulties, the co-occurrence, and how to enhance understanding of holistic and inclusive approaches in recognising the individual's strengths and weaknesses and how to create opportunities for empowerment.

"This book holds the story of a monumental research effort... It provides a moving, thoughtful, understanding of what "neighbourhood" means and is a beacon for efforts aimed at improving the quality of life of all involved."Steven R. Sabat, Professor Emeritus of Psychology, Georgetown University, Washington D.C., USA"It is indicative reading for educators, researchers, clinicians and policy makers nationally and internationally. By grounding the underpinning research in the lived experience of people with dementia, the book's appeal extends to voluntary and community groups. Reading it is a must!"Assumpta Ryan, Professor of Ageing and Health, Ulster University, UK"A remarkable contribution to the 'Reconsidering Dementia' series."Bob Woods, Emeritus Professor, Bangor University, UKThis book provides research based insights into the lived experience of dementia, aging in place and the use of participatory and creative social research approaches in the field of dementia studies. For the first time the key findings of one of the UKs largest funded social science research projects, the Neighbourhoods study, are assembled into one accessibly written blueprint for dementia care aiding better understanding of the place and position of those living with dementia in the home and neighbourhood context.Reconsidering Neighbourhoods and Living with Dementia highlights the importance of home for people living with dementia and that neighbourhoods are seen to be relational, virtual, technological, connected, lived, remembered, and imagined, and to exist within and across time. The book is organised under five key parts:.The Lived Neighbourhood.Neighbourhoods, Measurement and Technology.Neighbourhoods and Big Data.Personal Well-Being and Neighbourhood Programme Support.Bringing it Together and Future Directions This comprehensive book is appropriate to a wide range of readers and disciplines including those living with dementia, the related health and voluntary professions, family carers, practitioners, academics, and students undertaking a variety of courses aligned to gerontology, dementia studies and human geography.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia.Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.John Keady is a mental health nurse who has been involved in dementia care for over 30 years. Since 2006, he has held a joint appointment between the University of Manchester and the Greater Manchester Mental Health NHS Foundation Trust. He was the Chief Investigator of the Neighbourhoods study.

"This book provides extensive coverage of each of the human body systems. It relates pathophysiology to the clinical environment, relevant investigations and treatments for disease. A useful text for both newly qualified and student nurses."Amy Hutchinson, Student Nurse, University of Ulster, UK"From a nursing student perspective this book is excellent... It is laid out very well allowing the reader to learn individual body systems in manageable chunks. The chapters are well introduced and include pointers to useful learning resources and background reading... and the answers are concise yet contain enough detail to ensure readability and retention of detail. Every nursing student should have this book."Conor Hamilton, Student, Queen's University Belfast"As a student nurse I am always looking for ways to enhance my learning and this book provides an excellent resource for this purpose. Working on the wards and desperately trying to recall all the physiology knowledge you are taught at university is not always easy... Nurses! Test yourself in Pathophysiology has been invaluable to my being able to remember the information. These bite-size chapters will be extremely useful if you need to revise pathophysiology for an exam, or when preparing for a particular placement. This book will make an excellent investment for a student at any stage in their course."Sarah Galloway, Student Nurse, University of Wolverhampton, UK"This book contains a substantial bank of questions which will prove very useful to any enthusiastic student wishing to actively learn and revise pathophysiology. The simple structure and expanded answers provide effective feedback, adding value and support for learning. The book will be a useful partner to support many of the pathophysiology textbooks currently available. It should be included on recommended reading lists for students. It will also find a useful place in support of teaching and professional development."Jim Jolly, Head of Academic Unit for Long Term Conditions, School of Healthcare, University of Leeds, UK"This book will be a helpful tool for all student nurses (regardless of branch), newly qualified nurses and nurses returning to practice. The language used in the book is easy to understand and I found the layout to be very user friendly and ideal for revising. I would recommend this book to all my colleagues."Colette Seddon, Student Nurse, University of Bedfordshire, UKLooking for a quick and effective way to revise and test your knowledge?This handy book is the essential self-test resource to help nurses revise and prepare for their pathophysiology exams.The book covers a broad range of conditions common to nursing practice including pneumonia, diabetes, asthma, eczema and more. The book includes over 300 questions and 70 glossary terms in total, and each chapter has:- Multiple choice questions- True or false questions- Labelling exercises- Fill in the blank questionsThe book includes chapters on:- Integumentary system- Musculoskeletal system- Nervous system- Endocrine system- Cardiovascular system- Respiratory system- Digestive system- Urinary system- Reproductive systemWritten by lecturers at one of the UK's top nursing schools, this test book is sure to help you improve your results - and tackle your exams with confidence!

This edited book will examine leisure in the lives of people with dementia, emphasising the active role people with dementia can play as citizens in contributing to the world in which they live, given opportunities to make choices about their participation in it. The content will be wide-ranging, with contributors from multiple disciplines discussing involvement in leisure interests and activities from sports and physical activity, and the arts, to hobbies, games and crafts. Contributions will be shaped by co-editors with experience in research and practice relevant to dementia and leisure, one of whom is living with dementia. Its structure and content will align with the needs of those studying and working in nursing and dementia care, occupational therapy, social work, arts therapies, arts, health and wellbeing, sports and exercise, and gerontology.

This book support teacher trainees as they help students develop maths reasoning skills. It uses the Causal Connectivity Framework and enhances the knowledge and skills of trainees in sequencing teaching content with cumulative knowledge and understanding. It covers a variety of contexts from primary education up to GCSE level and includes practical examples of what is possible. The book offers maths teachers an alternative way of incorporating reasoning as a critical component of maths learning - a part of continuous professional development based on strong subject and curriculum content knowledge.

Coaching for Wellbeing is the ultimate guide to the theory and practice of coaching for wellbeing. This book provides readers with clear explanations of wellbeing theory and a practical framework for coaches to use as they support improvements of their client's wellbeing. It offers an in-depth understanding of wellbeing theories and concepts, alongside the challenges that come with coaching for wellbeing. It is essential that coaches understand the boundaries and ethical issues that are involved with the area and have the confidence to refer client when the situation requires. This book is grounded on empirical research to ensure an evidence-based approach. It presents a series of real-life client examples to illustrate the learning points as well as the challenges facing coaches and their clients. Ultimately, the book will serve as a comprehensive guide on coaching for wellbeing, giving practitioners the knowledge and tools to coach clients in a range of settings.

This book is based on courses that have been designed, developed and delivered by the authors, as such it would be a companion guide to CPD training courses that Fistral run for 1,000s of students per year. In addition, the text is relevant to any student or individual undertaking a doctoral level research project regardless of their engagement with a specific academic or training programme.The book functions as a companion guide for PhD students throughout their research project. Structured in three parts (Starting Your PhD; Doing Your PhD; Finishing Your PhD), it supports them from the early days of the PhD through to completion and beyond. It addresses how they can best deal with the demands of each phase of the PhD and provides ways of handling some of the common problems many PhD students face.With each chapter subtitled "How to...", it will be practical and applicable in style and will function as an easy, quick-reference handbook, providing not just guidance and information but engaging techniques and tips, worksheets, activities, and a wealth of illustrative examples and vignettes from other PhD students.

The book provides a simple introduction to evidence-based practice in the field of health and social care. Evidence-based practice is a concept and theme that underpins all modules across the nursing and healthcare curriculum and will come to the fore for healthcare students when taking their Research Methods, Dissertation or Literature Review modules. However, despite being a term that is widely used and regularly cited, students often fail to fully grasp what it is, why it is so important and how it applies to the practical, non-academic world. This book bridges that gap by introducing concepts in a very basic way to help those without much clinical experience to understand what is at the heart of good evidence-based practice.

This edited collection continues the call for evolving multicultural dialogues within education and the wider social sciences. Dialogue and education are essential tools that can help tackle some of the biggest cultural problems we are facing, including post-Coronavirus education realities. The contributors of this edited book from across the globe explore the necessity of sustained dialogue within the wider social and political sciences, alongside national and international politics, where more multicultural voices need to be heard in order to make progress. The book builds on existing evidence and literature to advocate in favour of this movement and highlights how important multiculturalism and multicultural education remains. It will be essential reading for students and academics working in the fields of education and sociology, particularly those with an interest in social justice, inclusion and multiculturalism.