This volume focuses on the role that religion and spirituality can play in recovery from post-traumatic stress disorder (PTSD) and other forms of trauma, including moral injury. Religious texts, from the Bible to Buddhist scriptures, have always contained passages that focus on helping those who have experienced the trauma of war. Many religions have developed psychological, social, behavioral, and spiritual ways of coping and healing that can work in tandem with clinical treatments today in assisting recovery from PTSD and moral injury. In this book the authors review and discuss systematic research into how religion helps people cope with severe trauma, including trauma caused by natural disasters, intentional interpersonal violence, or combat experiences during war. They delve into the impact that spirituality has in both the development of and recovery from PTSD. Beyond reviewing research, they also use case vignettes throughout to illustrate the very human story of recovery from PTSD, and how religious or spiritual beliefs can both help or hinder depending on circumstance. A vital work for any mental health or religious professionals who seek to help people dealing with severe trauma and loss.
This book is part of the highly successful Transforming Social Work Practice series and is written specifically to support students on the social work degree. Full of practical activities, case studies and opportunities for students to critically reflect and explore theory and practice. Current practice in the field was driven by the government White Paper ′Valuing People′ (2001) which declared some radical aims for services with people with learning difficulties. Now somewhat compromised by the local authority austerity measures, the goals set by ′Valuing People′ are nevertheless still important. This third edition seeks to confirm and strenghten social work values and priciples so that the progress and successes achieved by ′Valuing People′ can continue. Case studies and activities draw out the key points and reinforce learning. Summaries of contemporary research are included, as are suggestions for further reading and coverage of current government guidance and policy documents. By examining the varied roles that a social worker might undertake in this field, the authors portray a positive picture of working with people with learning difficulties: the achievements and satisfaction, and the learning and understanding that can be gained. They also highlight the need for recognition of vulnerability, the risk of isolation, oppression and abuse, and the continuing political struggle to establish and protect the rights of the individual. Paul Williams has over 40 years′ experience of working with people with learning difficulties. He was a founder member of the organisation ′Values into Action′ which campaigned for rights, inclusion and community-based services for people with learning difficulties. He is co-author of books on self-advocacy and anti-oppressive practice. A former lecturer in social work at the University of Reading, he is now retired. Michelle Evans has 14 years of practice in all areas of sensory need, including Deaf/deafness, visual impairment and Deafblindness. She has a first class honours degree in social work and has worked as a care manager in adult services and a social worker in children′s services. She has a particular interest in methods of social research which contribute to raising sensory awareness in social work/ care management. She lectures social work students at London South Bank University and develops and delivers sensory awareness training to practitioners and managers.
Some of the most important authors in British poetry left their mark onliterature before 1600, including Geoffrey Chaucer, Edmund Spenser, and, of course, William Shakespeare. "The Facts On File Companion to British Poetry before 1600"is an encyclopedic guide to British poetry from the beginnings to theyear 1600, featuring approximately 600 entries ranging in length from300 to 2,500 words.
Sanitary reform was one of the great debates of the nineteenth century. This reset edition makes available a modern, edited collection of rare documents specifically addressing sanitary reform. An extensive general introduction sets the material in context and extends the debate to provide a contemporary international perspective.
Although a third of his plays are set in the ancient world and he constantly used classical mythology, history, and ideas, Shakespeare received a simple grammar school education and did not have a scholar's knowledge of the classics. The critical implications of this are the subject of Shakespeare and the Uses of Antiquity. Against a recent academic tendency to exaggerate Shakespeare's learning, the authors investigate how he used his comparatively restricted knowledge to create, for example, an unusually convincing picture of Rome, and analyse, by presenting us with careful readings of specific passages, the styles Shakespeare employed under the influence of classical writers, especially Ovid, Seneca, and (in translation) Homer and Plutarch.
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