The Edinburgh Postnatal Depression Scale (EPDS) is a questionnaire and was designed as a simple means of screening for postnatal depression in health care settings. The scale is now in use around the world and this book is a practical guide to using the scale in clinical practice, its origins and development background. This second edition has been revised and contains much advice based on years of experience. All chapters and references have been updated and the chapters on screening and counselling have been considerably revised, the evidence base on interventions for perinatal depression is provided, plus details of innovative methods such as internet-based therapy. The book includes the EPDS questionnaire itself in 58 other languages, plus a discussion of the questionnaire’s cultural validity. The scale can also be used by researchers seeking information on factors which influence the emotional well-being of new mothers and their families and guidance is also given on use of the scale in research settings. The book will be useful for psychologists, psychiatrists, health visitors, midwives, family doctors, obstetricians and community psychiatric nurses, plus researchers in perinatal health.
The Edinburgh Postnatal Depression Scale (EPDS) is a questionnaire and was designed as a simple means of screening for postnatal depression in health care settings. The scale is now in use around the world and this book is a practical guide to using the scale in clinical practice, its origins and development background. This second edition has been revised and contains much advice based on years of experience. All chapters and references have been updated and the chapters on screening and counselling have been considerably revised, the evidence base on interventions for perinatal depression is provided, plus details of innovative methods such as internet-based therapy. The book includes the EPDS questionnaire itself in 58 other languages, plus a discussion of the questionnaire’s cultural validity. The scale can also be used by researchers seeking information on factors which influence the emotional well-being of new mothers and their families and guidance is also given on use of the scale in research settings. The book will be useful for psychologists, psychiatrists, health visitors, midwives, family doctors, obstetricians and community psychiatric nurses, plus researchers in perinatal health.
Captured near Dieppe in August 1942, after crash-landing his Spitfire, John Shanks was sent to Lamsdorf PoW camp where he kept an almost daily account of his life there. He was just 20 years old, but due to the deprivations of camp life felt 40 when he was liberated 2 ½ years later. At the end of the war, as the Soviet Army was advancing, German authorities decided to evacuate the PoW camps and march the internees westward. The March took a harrowing toll on the already undernourished and ill-equipped PoWs. The winter was the worst for nearly 50 years, reaching temperatures as low as -25C. The conditions made marching treacherous, especially as the columns of 200-300 PoWs often had to march up to 30kms a day across fields and through deep snow. Night-time billets were equally difficult and food often unobtainable. Many PoWs died during this appalling time. His diaries are not only a compelling insight into the despair and struggle, but also the hope and camaraderie that comprised his wartime experience. They also are an interesting reflection on the disenchantment felt by so many after the war in Europe ended, and the suspicion that future conflicts were just around the corner.
This practical guide considers the research evidence that is needed to inform enlightened practice, and offers concrete suggestions and teaching approaches for early years settings and classrooms. This comprehensive book shows the ′what′ the ′how′ and the ′why′ of innovative, creative practice for teaching language and literacy. The author clearly examines how young children learn to use both spoken and written language, and shows how to assess, plan and teach for the effective learning of speaking, listening, reading and writing. Each chapter includes case studies, learning and teaching suggestions and further reading, and topics covered include: o Learning to communicate o Developing spoken language in early years settings and classrooms o The links between oracy and literacy o The inter-relatedness of the literacy process o Teaching literacy holistically o The assessment of language and literacy o Supporting literacy in Keystage 1, teaching reading and teaching writing for different purposes o Children and books o Teaching children for whom English is an additional language o Language, literacy, learning and ICT.
By drawing on international cross-phase and cross-disciplinary research perspectives, this book offers a comprehensive review of writing development, invaluable for researchers and practitioners alike.
The requirements of the National Literacy Strategy are fully addressed in this book on teaching reading at Key Stage 1 and before. It features coverage of the structure and use of the English language and gives an explanation of classroom planning and management, based on an understanding of how children learn and progress. Included is also practical guidance on effective teaching practice, embedded in a modern theoretical framework.
The poetic nightingale is so familiar it seems hardly to merit serious attention. Yet its ubiquity is significant, suggesting associations with erotic love, pathos and art that cross culture and history. This book examines the different nightingales of European literature, starting with the Greek myth of Philomela, the raped girl, silenced by having her tongue cut out, and then transformed into the bird whose name means poet, poetry and nightingale simultaneously. Moving from the classical to the Christian worlds, Jeni Williams discusses nightingales and nature in the early church and sees the emergence of the figure as an emotive emblem of the aristocracy in mediaeval vernacular debate poetry. Her final chapters use the nightingale and the myth to examine Elizabeth Barrett Browning's struggle for an active female voice in Victorian poetry.
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