Potty training is one of our first traumas in life. For some, perhaps most, it is easy, but for others, it can be a deeply traumatic experience with lasting consequences. As we grow to our teenage years and adulthood, potty training is expected and assumed and yet for many, it still remains difficult and for some, seemingly unnecessary. And yet, society both demands and expects it. A brilliant arguer for breaking social norms, Gwendoline Summers attacks the question of whether or not potty training should be required for preteens, teens and adults and the issues with rejecting it. An openly pro-nappy/diaper book, Gwendoline targets her book not to just adult babies and diaper lovers, but to anyone seeking a reason and rationale for avoiding the toilet and making alternative choices.
Gwendoline Summers has a special style of writing to women about some of the unique options available to them. She knows what it is like to baby her husband. Her first book is a guide to other women seeking to take their partner in hand and make them the baby they both need him to be. This is not an enforced babying guide, but rather one to help women who already KNOW that their partners need the security of nappies, a dummy and a babyish lifestyle, to achieve that goal. The second book covers the subject in a more extensive way about making your partner into a Sissy Baby - a baby girl And the third book brings up an interesting question: is potty training a thing of the past and is it time to reject it both for your partner and yourself? This book is not just for women with AB partners but for ALL women whether their partners are AB or not! She takes it step by step in how to slowly get your partner into nappies and other baby items. If your partner is AB then you are already partway there, but if they are non-AB, this book is still for you. It is a guidebook along a journey of letting our men express the infancy inside that is so often just beneath the surface.
This unique book shows parents how to break free from nappies and tricky toilet training. By recognising and responding to their baby's natural reflexes, parents can help them to stay clean and dry from birth, while reducing the cost to the family budget and the environment. Baby-led potty training can help to: - avoid nappy rash - prevent constipation - calm fussy babies - reduce landfill - save time and money Families have been using baby-led potty training all over the world and now the approach is growing in the UK. In this book, Amber Hatch guides parents through the method, explaining the practical things you need to know from getting started to completion. You'll also discover how to adapt the approach to your own family's needs and routines, how to overcome common problems and how to encourage confidence and independence in your child. The Nappy Free Baby is a flexible, no-pressure approach to potty training that will benefit any family and strengthen the bonds between parents and child.
Gwendoline Summers knows what it is like to baby her husband. Her first book is a guide to other women seeking to take their partner in hand and make them the baby they both need him to be. This is not an enforced babying guide, but rather one to help women who already KNOW that their partners need the security of nappies, a dummy and a babyish lifestyle, to achieve that goal. This book is not just for women with AB partners but for ALL women whether their partners are AB or not! She takes it step by step on how to slowly get your partner into nappies and other baby items. If your partner is AB then you are already part way there, but if they are non-AB, this book is still for you. It is a guidebook along a journey of letting our men express the infancy inside that is so often just beneath the surface.
This second edition of "Children's needs - parenting capacity" updates the original exploration of the research literature in the light of legal and policy changes in England and findings from more recent national and international research. The edition has also been expanded to cover parental learning disabilities and how it may impact on parenting and children's health and development. The findings show that these parenting issues affect children differently depending on their age and individual circumstances. While some children grow up apparently unscathed, others exhibit emotional and behavioural disorders. This knowledge can inform practitioners undertaking assessments of the needs of children and their families and effective service responses. This publication is essential reading for practitioners, managers and policy makers concerned with improving the outcomes for children and families who are experiencing such problems.
Anyone meeting a young child with autism for the first time will find this fully revised edition of a classic text invaluable. The authors provide parents and professionals with an insight into the nature and educational implications of autism, particularly in very young children. In a clear and sensitive style the authors: outline the characteristics of autism as they present themselves in the early years; consider the nature of autism and the issues surrounding assessment and diagnosis; offer practical strategies for effective and realistic intervention both at home and in a variety of early years settings; suggest ways to promote learning, social development, communication and appropriate behaviour; explore possibilities for enhancing access to the early years curriculum. This updated second edition includes new material relating to new statutory requirements such as Every Child Matters and Disability Equality Duty, as well as updates to different approaches to autism, assessment and behavioural issues. The authors outline the principal themes and objectives of the Early Years Foundation Stage and the Inclusion Development Programme. Autism in the Early Years: A Practical Guide (Second Edition) provides accessible material, support and advice for parents, teachers and professionals who are working together in an unfamiliar area following early diagnoses of autism in young children.
Based on participant observation and in-depth interviews, this book describes the work women do in their homes, caring for children and partners, and maintaining the house. It shows how their lives are shaped by domestic responsibilities and challenges the ways in which their work is neither recognized nor valued. Arguing that the work they do is socially necessary and central to the economy, it calls for a transformation of current social and economic relations.
"The editors have brought together a range of eminent contributors who present a range of issues throughout the life cycle. The book asserts that it hopes to 'assist readers to anticipate change and discontinuity in people's lives and think about strategies to support them' through the many challenges that they may face in their lives. In my view this book certainly does that and the editors and contributors are to be congratulated on the production of a relevant and contemporary text that I have no hesitation in both endorsing and recommending to all involved in supporting and or caring for people with learning disabilities." Professor Bob Gates, Project Leader - Learning Disabilities Workforce Development, NHS Education South Central, UK "The editors have gathered an authoritative faculty to present and discuss a range of contemporary issues; both practical and ethical. The text is well grounded in the lived experience of people with disability and draws on the evidence-base of contemporary science. Each chapter includes thought provoking exercises. This is a seminal text for students and practitioners, researchers and policy makers." Associate Professor Keith R. McVilly, Deakin University, Australia "I currently own a copy of the first edition and it has proved an invaluable resource time and time again. There is not an essay I complete that does not make reference to the book and I can consistently use it to reflect back on my practice as a student nurse and social worker. Having read several extracts from the new edition it does appear to include very high quality content covering learning disabilities over the lifespan ... if I were to personally recommend any book for budding or current learning disability professionals then this would be it." James Grainger, Student Nurse/Social Worker, Sheffield Hallam University, UK "I like the way it has primary and secondary information from a range of sources. The exercises in the book also get you to think about the situation in question which helps us think about our values and anti-oppressive practice ... This book really does start with the basics and having a learning disability from birth and the effects, to in depth knowledge and literature ... This book would be very helpful to me as it brings in literature policies and models from both a health and social side, which is important for my course and collaborative working." Laura Jean Lowe, Student Nurse, Sheffield Hallam University, UK "It is written with a clearly conveyed in-depth knowledge and in a way that has professional lived experience within the context of the work. The authors have taken into account the emotional, client-centred approach to the modern practitioner's practice ... The book gives a true wealth of good practice scenarios that can only help practitioners be good at what they do and aspire to be." Lee Marshall, Student Nurse, Sheffield Hallam University, UK With its spread of chapters covering key issues across the life cycle this text has established itself as the foundational primer for those studying the lived experiences of people with learning disabilities and their families, and outcomes achieved through services and support systems. Recognising learning disability as a lifelong disability, this accessible book is structured around the life cycle. The second edition is refreshed and expanded to include seven new chapters, covering: Aetiology Breaking news (about disability) and early intervention Transition to adulthood The sexual lives of women Employment Personalisation People with hidden identities With contributions from respected figures from a range of disciplines, the book draws heavily upon multidisciplinary perspectives and is based on the latest research and evidence for practice. The text is informed by medical, social and legal models of learning disability, exploring how "learning disability" is produced, reproduced and understood. Extensive use is made of real-life case studies, designed to bring theory, values, policy and practice to life. Narrative chapters describe, in the words of people with learning disabilities themselves, their lives and aspirations. They helpfully show readers the kinds of roles played by families, advocates and services in supporting people with learning disabilities. New exercises and questions have been added to encourage discussion and reflection on practice. Learning Disability is core reading for students entering health and social care professions to work with people with learning disabilities. It is a compelling reference text for practitioners as it squarely addresses the challenges facing people with learning disability, their loved ones and the people supporting them. Contributors Dawn Adams, Kathryn Almack, Dorothy Atkinson, Nigel Beail, Christine Bigby, Alison Brammer, Jacqui Brewster, Hilary Brown, Jennifer Clegg, Lesley Cogher, Helen Combes, Clare Connors, Bronach Crawley, Eric Emerson, Margaret Flynn, Linda Gething, Dan Goodley, Peter Goward, Gordon Grant, Chris Hatton, Sheila Hollins, Jane Hubert, Kelley Johnson, Gwynnyth Llewellyn, Heather McAlister, Michelle McCarthy, Alex McClimens, Roy McConkey, David McConnell, Keith McKinstrie, Fiona Mackenzie, Ghazala Mir, Ada Montgomery, Lesley Montisci, Elizabeth Murphy, Chris Oliver, Richard Parrott, Paul Ramcharan, Malcolm Richardson, Bronwyn Roberts, Philippa Russell, Kirsten Stalker, Martin Stevens, John Taylor, Irene Tuffrey-Wijne, Sally Twist, Jan Walmsley, Kate Woodcock
The third edition of the hugely successful Handbook of Child and Adolescent Clinical Psychology incorporates important advances in the field to provide a reliable and accessible resource for clinical psychologists. Beginning with a set of general conceptual frameworks for practice, the book gives specific guidance on the management of problems commonly encountered in clinical work with children and adolescents drawing on the best practice in the fields of clinical psychology and family therapy. In six sections thorough and comprehensive coverage of the following areas is provided: Frameworks for practice Problems of infancy and early childhood Problems of middle childhood Problems of adolescence Child abuse Adjustment to major life transitions Thoroughly updated throughout, each chapter dealing with specific clinical problems includes cases examples and detailed discussion of diagnosis, classification, epidemiology and clinical features. New material includes the latest advances in: child and adolescent clinical psychology; developmental psychology and developmental psychopathology; assessment and treatment programmes. This book is invaluable as both a reference work for experienced practitioners and as an up-to-date, evidence-based practice manual for clinical psychologists in training. The Handbook of Child and Adolescent Clinical Psychology is one of a set of 3 books published by Routledge which includes The Handbook of Adult Clinical Psychology: An Evidence Based Practice Approach, Second Edition (Edited by Carr & McNulty) and The Handbook of Intellectual Disability and Clinical Psychology Practice (Edited by Alan Carr, Christine Linehan, Gary O’Reilly, Patricia Noonan Walsh and John McEvoy).
