Regulating Emotion the DBT Way is a practical guide to the DBT skill of ‘Opposite Action’, which helps clients develop the skill of up- or down-regulating their emotions when necessary. It is the skill that fosters emotional literacy in clients who have learned to fear or avoid painful feelings. Part A of the text introduces emotion theory, describes how to validate emotions, and explains how Linehan’s ‘Opposite Action’ skill is used to regulate problematic responses. There are examples and analogies that can be shared with clients, and clinical examples to demonstrate the key points. There is a description of how DBT therapists contextualise emotion using chain analysis. Part B dedicates a chapter to each of the basic emotions and describes its signature features. A session scenario is included allowing the reader to see how the therapist coaches the skill of opposite action, elicits behavioural rehearsal, and gives corrective feedback. There are some tips on handling common issues specific to that emotion, based on the author’s extensive experience. This book will be of interest to any therapist who wants to learn more about a behavioural approach to emotion such as psychologists, nurses, social workers, psychiatrists, counsellors, cognitive therapists, prison staff, and occupational therapists. It is an accessible explanation of emotion regulation for people who have already undertaken DBT training.
Mindfulness has become a vital skill for many people working in the fields of physical and mental health, teaching, business, leadership and sports. While plenty of books explain the uses of mindfulness, until now none has addressed the particular challenges of effectively passing these skills on to clients in a user-friendly way. Designed to help professionals introduce mindfulness to clients, the skills laid out here can help those struggling with problems of recurrent stress or ruminative thought, and benefit people wanting to live in a more effective, rewarding way. Incorporating a series of practical exercises and drawing on their own professional experience, the authors clearly demonstrate the most effective methods for presenting mindfulness techniques to those with no previous experience. Topics covered include: Orienting the client to the skill Obtaining and using client feedback effectively Introducing simple practises Teaching clients to utilise mindfulness in everyday life Case scenarios demonstrating the skills in practice This practical, structured guide is essential for professionals already teaching or planning to teach mindfulness skills, those taking courses or workshops and for anyone interested in learning more about mindfulness.
In the last decade, more mental health treatments have begun to incorporate mindfulness as a skill to help people with their problems. Despite this, not everyone is sure how to incorporate mindfulness effectively into their daily lives. Giving simple explanations, examples and exercises, Using Mindfulness Skills in Everyday Life shows clearly how this is done. The book, written by two NHS clinicians experienced in teaching mindfulness, takes a down-to-earth approach, providing straightforward answers to the most commonly asked questions. The authors give definitions of mindfulness and guide people through instructions on how to set up and evaluate simple practices. As each component is taught, they provide examples of real-life situations, so the reader can clearly see how to be more mindful as they face the ups and downs of modern living. This practical guide is essential reading for anyone who wants to learn mindfulness to help with difficulties and challenges. It is also the perfect book for therapists, coaches, teachers, social workers, nurses, psychiatrists and psychologists to recommend to their clients. The book is ideal for students on clinical training courses.
Mindfulness has become a vital skill for many people working in the fields of physical and mental health, teaching, business, leadership and sports. While plenty of books explain the uses of mindfulness, until now none has addressed the particular challenges of effectively passing these skills on to clients in a user-friendly way. Designed to help professionals introduce mindfulness to clients, the skills laid out here can help those struggling with problems of recurrent stress or ruminative thought, and benefit people wanting to live in a more effective, rewarding way. Incorporating a series of practical exercises and drawing on their own professional experience, the authors clearly demonstrate the most effective methods for presenting mindfulness techniques to those with no previous experience. Topics covered include: Orienting the client to the skill Obtaining and using client feedback effectively Introducing simple practises Teaching clients to utilise mindfulness in everyday life Case scenarios demonstrating the skills in practice This practical, structured guide is essential for professionals already teaching or planning to teach mindfulness skills, those taking courses or workshops and for anyone interested in learning more about mindfulness.
Regulating Emotion the DBT Way is a practical guide to the DBT skill of ‘Opposite Action’, which helps clients develop the skill of up- or down-regulating their emotions when necessary. It is the skill that fosters emotional literacy in clients who have learned to fear or avoid painful feelings. Part A of the text introduces emotion theory, describes how to validate emotions, and explains how Linehan’s ‘Opposite Action’ skill is used to regulate problematic responses. There are examples and analogies that can be shared with clients, and clinical examples to demonstrate the key points. There is a description of how DBT therapists contextualise emotion using chain analysis. Part B dedicates a chapter to each of the basic emotions and describes its signature features. A session scenario is included allowing the reader to see how the therapist coaches the skill of opposite action, elicits behavioural rehearsal, and gives corrective feedback. There are some tips on handling common issues specific to that emotion, based on the author’s extensive experience. This book will be of interest to any therapist who wants to learn more about a behavioural approach to emotion such as psychologists, nurses, social workers, psychiatrists, counsellors, cognitive therapists, prison staff, and occupational therapists. It is an accessible explanation of emotion regulation for people who have already undertaken DBT training.
In the last decade, more mental health treatments have begun to incorporate mindfulness as a skill to help people with their problems. Despite this, not everyone is sure how to incorporate mindfulness effectively into their daily lives. Giving simple explanations, examples and exercises, Using Mindfulness Skills in Everyday Life shows clearly how this is done. The book, written by two NHS clinicians experienced in teaching mindfulness, takes a down-to-earth approach, providing straightforward answers to the most commonly asked questions. The authors give definitions of mindfulness and guide people through instructions on how to set up and evaluate simple practices. As each component is taught, they provide examples of real-life situations, so the reader can clearly see how to be more mindful as they face the ups and downs of modern living. This practical guide is essential reading for anyone who wants to learn mindfulness to help with difficulties and challenges. It is also the perfect book for therapists, coaches, teachers, social workers, nurses, psychiatrists and psychologists to recommend to their clients. The book is ideal for students on clinical training courses.
This book instructs readers on how to teach mindfulness skills that can be incorporated into everyday life, addressing the specific challenges of effectively passing these skills on to clients in a user-friendly way. Designed to help professionals introduce mindfulness to clients, the skills laid out in this book can help those struggling with problems of recurrent stress or ruminative thought, and benefit people wanting to live in a more effective, rewarding way. Incorporating a series of practical exercises and drawing on their own professional experience, the authors clearly demonstrate the most effective methods for presenting mindfulness techniques to those with no previous experience. Topics covered include orienting the client to the skill, obtaining and using client feedback effectively, and introducing simple practice. This newly updated edition features up-to-date references and new clinical examples and a new chapter focused on adapting the material for specific clinical populations and for working online. This practical, structured guide is essential for professionals already teaching or planning to teach mindfulness skills, those taking courses or workshops, and anyone interested in learning more about mindfulness.
Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers’ attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices. It showcases how a confluence of personal, professional and environmental identities supports implementation of ESE. Additionally, this book discusses key concepts and issues surrounding ESE and the ways in which teachers may claim agency and power to create change in their classroom practices. Drawing from theoretical perspectives, such as Bourdieu’s ‘thinking tools’ habitus and capital, theories of identity, and Foucault’s concept of power and knowledge relations, this book explores how teachers negotiate policies, curriculum and institutional norms to further theoretical and practical understanding of ESE. The use of personal narratives offers new insights into teachers’ agency in creating localised yet powerful change through small and meaningful actions. The purpose of this book, therefore, is to explore ways in which meaningful change can be made in educational settings through these small agentive and yet empowering steps. This book reveals that teachers can enact agency and navigate the power structures that exist within educational settings in order to make ESE meaningful within their classrooms.
Offers a clear, concise, up-to-date introduction to eating disorders for students in the health professions This is a concise, accessible introduction to eating disorders for undergraduate and graduate students in psychology, as well as those specializing in health education and nutrition. Easy to read and grounded in DSM-5 definitions and the most up-to-date research, the text is designed for students in the health professions as well as health professionals seeking a basic understanding of the challenges associated with their diagnoses and treatment. Written by a licensed psychologist and certified eating disorders specialist, the book describes what eating disorders are and are not, who is likely to develop them, and signs and symptoms of specific disorders. It discusses biological, medical, psychological, interpersonal, and socio-cultural risk factors, and helps the reader to identify those who are at risk for experiencing an eating disorder and how to refer them for evaluation. Scenarios reflect the wide spectrum of people who suffer from eating disorders including young and old, male and female, and athlete and non-athlete. Uniquely, the book also covers the range of reactions someone—including treatment providers—can have to an individual diagnosed with an eating disorder. The text also delivers strategies for treatment and prevention, with overviews of their effectiveness. Print version of the book includes free, searchable, digital access to its entire contents. Key Features: Provides an easy-to-read introduction to the full range of eating disorders Discusses risk factors and warning signs of eating disorders Discusses evidence-based treatment approaches and prevention Considers long-term effects of eating disorders Includes illustrative narratives of diverse individuals with EDs Authored by a certified eating disorders specialist
A clear, comprehensive account of Scottish constitutional law within its UK and European context. It describes and analyses constitutional arrangements while integrating that analysis with a general background to constitutional law and the UK institutions which have a continuing relevance for the government of Scotland. This highly regarded text considers law-making powers for Scotland, the legislative process at Westminster and at Holyrood, the accountability and scrutiny of government, the independence of the judiciary and the role of the courts in interpreting and adjudicating upon constitutional and administrative law questions. The fourth edition has been fully updated throughout and includes: · An update on the Scottish devolution settlement, including the changes made by the Scotland Act 2016 in the field of social security. · A new chapter covering the Brexit referendum, the withdrawal negotiations between the UK and the EU and Brexit litigation - with a particular focus on Brexit's impact on Scottish constitutional arrangements. · Coverage of new case law since the last edition in the area of judicial review and specifically on devolution.
Over the past century, solutions to natural resources policy issues have become increasingly complex. Multiple government agencies with overlapping jurisdictions and differing mandates as well as multiple interest groups have contributed to gridlock, frequently preventing solutions in the common interest. Community-based responses to natural resource problems in the American West have demonstrated the potential of local initiatives both for finding common ground on divisive issues and for advancing the common interest. The first chapter of this enlightening book diagnoses contemporary problems of governance in natural resources policy and in the United States generally, then introduces community-based initiatives as responses to those problems. The next chapters examine the range of successes and failures of initiatives in water management in the Upper Clark Fork River in Montana; wolf recovery in the northern Rockies; bison management in greater Yellowstone; and forest policy in northern California. The concluding chapter considers how to harvest experience from these and other cases, offering practical suggestions for diverse participants in community-based initiatives and their supporters, agencies and interest groups, and researchers and educators.
The forced migration of Africans to the Americas through the trnasatlantic slave trade created primary centres of settlement in the Caribbean, Brazil and the United States - the cornerstones of the New World and the black Americas. However, unlike Brazil and the US, the Caribbean did not (and still does not) have the uniformity of a national framework. Instead, the region presents differing situations and social experiences born of the varying colonial systems from which they were developed. Using the Caribbean experience as the focus, Christine Chivallon examins the transatlantic slave trade and slavery as founding events in the identification of a black diaspora experience. The exploration is extended to include the United States to exemplify contrasting situations in slavery-based systems and identifies the links between the expressions of culture emanting from the black populations of the New World and the diversity of interpretations of the cultural identities of the black Americas.Divided into three main parts, The Black Diaspora of the Americas firstly examines the foundation of the black experiences of the New World by considering the slave trade. The second part takes a more theoretical examination of 'black diaspora' using Rastafarianism, Garveyism and Pan-Africanism while referencing the work of a range of thinkers including Stuart Hall, Paul Gilroy, Richard Price, douard Glissant, Melville Herskovits and Sidney Mintz. The work is concluded in the third part with the proposition of an a-centred community of persons of African descent - a culture devoid of centrality.The Black Diaspora of the Americas brings together the key arguments about creolisation and the concept of a black diaspora and presents an outstanding contribution to understanding the dynamics of diaspora.
Talking Through Death examines communication at the end-of-life from several different communication perspectives: interpersonal (patient, provider, family), mediated, and cultural. By studying interpersonal and family communication, cultural media, funeral related rituals, religious and cultural practices, medical settings, and legal issues surrounding advance directives, readers gain insight into the ways symbolic communication constructs the experience of death and dying, and the way meaning is infused into the process of death and dying. The book looks at the communication-related health and social issues facing people and their loved ones as they transition through the end of life experience. It reports on research recently conducted by the authors and others to create a conversational, narrative text that helps students, patients, and medical providers understand the symbolism and construction of meaning inherent in end-of-life communication.
This ambitious book provides a comprehensive quantitative and qualitative assessment of Jamaica’s ties to the International Monetary Fund, focusing on Jamaica’s historical relationship with the IMF and reflecting on the domestic and international discourse surrounding the evolution of this relationship. Notably, this volume presents a critical analysis of Jamaica’s first engagement with and departure from the IMF and interrogates the political economy of the period. Jamaica’s economic experiences are assessed in the context of major global events, including the food price crises of 2007 and the global economic crises of 2008 and 2009. This book also looks at policy implications, and its well-researched analysis will be of great value to practitioners and policymakers as well as academics.
Contemporary connections between German directors and Hollywood and their implications for German, American, and transnational film.The film histories of Germany and the United States have long been seen as intertwined, but scholarship has focused on émigré works of the 1930s and 1940s, on links between Weimar film and American film noir, and on the conflictedrelationship between directors of the New German Cinema and Hollywood. Recently, German film studies has begun reexamining the interconnection of the two film cultures and focusing on the internationalism of German cinema, but little research has been done on contemporary German directors'' involvement in American cinema, a gap in scholarship that this book fills. The study offers ways of understanding current German cinematic engagement with America and different directorial responses to the hegemonic pressures of Hollywood. It delineates the historical trajectory of German-American film relations in the 20th century, then analyzes the careers and works of four German-born directors who have significant ties with American cinema: Wolfgang Petersen, Roland Emmerich, Percy Adlon, and Tom Tykwer. A series of close readings of their productions isolates the cinematic practices and strategies with which these filmmakers negotiate the different national cultural and cinematic paradigms they traverse. The book analyzes constructions of national cultural identity, probes the boundaries of national cinemas, and expands our understanding ofemerging hybrid film cultures. It is a contribution to German film studies and to the emerging field of transnational film studies. Christine Haase is Associate Professor of German at the University of Georgia.s of four German-born directors who have significant ties with American cinema: Wolfgang Petersen, Roland Emmerich, Percy Adlon, and Tom Tykwer. A series of close readings of their productions isolates the cinematic practices and strategies with which these filmmakers negotiate the different national cultural and cinematic paradigms they traverse. The book analyzes constructions of national cultural identity, probes the boundaries of national cinemas, and expands our understanding ofemerging hybrid film cultures. It is a contribution to German film studies and to the emerging field of transnational film studies. Christine Haase is Associate Professor of German at the University of Georgia.s of four German-born directors who have significant ties with American cinema: Wolfgang Petersen, Roland Emmerich, Percy Adlon, and Tom Tykwer. A series of close readings of their productions isolates the cinematic practices and strategies with which these filmmakers negotiate the different national cultural and cinematic paradigms they traverse. The book analyzes constructions of national cultural identity, probes the boundaries of national cinemas, and expands our understanding ofemerging hybrid film cultures. It is a contribution to German film studies and to the emerging field of transnational film studies. Christine Haase is Associate Professor of German at the University of Georgia.s of four German-born directors who have significant ties with American cinema: Wolfgang Petersen, Roland Emmerich, Percy Adlon, and Tom Tykwer. A series of close readings of their productions isolates the cinematic practices and strategies with which these filmmakers negotiate the different national cultural and cinematic paradigms they traverse. The book analyzes constructions of national cultural identity, probes the boundaries of national cinemas, and expands our understanding ofemerging hybrid film cultures. It is a contribution to German film studies and to the emerging field of transnational film studies. Christine Haase is Associate Professor of German at the University of Georgia.paradigms they traverse. The book analyzes constructions of national cultural identity, probes the boundaries of national cinemas, and expands our understanding ofemerging hybrid film cultures. It is a contribution to German film studies and to the emerging field of transnational film studies. Christine Haase is Associate Professor of German at the University of Georgia.
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