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Relational Practice: New Approaches to Mental Health and Wellbeing in Schools on Hardback
Relational Practice: New Approaches to Mental Health and Wellbeing in Schools on Hardback
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Relational Practice: New Approaches to Mental Health and Wellbeing in Schools

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Description

A clear and compelling text written by teachers, psychologists and educationalists, Relational Practice: New Approaches to Mental Health and Wellbeing in Schools proposes a dynamic and relational approach to supporting the mental health needs of children and young people within education. Contributing authors advocate a movement away from the deficit, medicalised model of mental health and instead encourage readers to embrace a relational approach, considering philosophical and spiritual dimensions, as well as the wider everyday contexts that shape the mental health of individuals, groups and school communities. Filled with case studies, intervention strategies and CPD activities, this essential guide bridges the gap between theory, research and practice to offer evidence-based resources for practical application within schools. Areas covered include, but are not limited to: Supporting neuro-divergent and LGBT+ students to thrive Creating and actioning an anti-racist approach Multi-agency interventions Relationships in SEND settings Creating a supportive culture to enhance staff wellbeing Appreciative inquiry Staff Perceptions of Building Relational Schools (BRS) The role of intersubjective processes and the impact the have on relationships in educational settings Providing a comprehensive introduction to relational practice within education, this is an indispensable resource for anyone working in education who wishes to support the mental health and wellbeing of their school community.

Author Biography:

Sahaja Timothy Davis is a practitioner, teacher and researcher of mindfulness and non-duality who has contributed to national and international research projects, conferences and publications in these areas. He is also co-director for the Doctorate in Child and Educational Psychology at the University of Sheffield. Tom Billington is Emeritus Professor of Educational and Child Psychology at the University of Sheffield (UK) and is a Fellow of the British Psychological Society. His work as a practitioner has driven his research, utilizing critical approaches to Developmental Psychology that accord with principles of equality, diversity and social inclusion. Mary Chilokoa is a practising Educational Psychologist working in Leeds Educational Psychology Service. She is an Academic Tutor on the Doctoral course in Child and Educational Psychology at the University of Sheffield, and has published in the areas of peer supervision and pupil ‘voice’. Claire Whiting is a specialist Educational Psychologist for participation and engagement at Rotherham Educational Psychology Service. She is co-lead for ‘Genuine Partnerships’, a group of practitioners, parent carers and young people who model and support co-production and inclusive practice. Claire is also Director of Placements and course tutor for the Educational Psychology doctorate at the University of Sheffield.
Release date NZ
October 1st, 2024
Audience
  • Professional & Vocational
Contributors
  • Edited by Claire Whiting
  • Edited by Mary Chilokoa
  • Edited by Sahaja Timothy Davis
  • Edited by Tom Billington
Illustrations
3 Tables, black and white; 21 Line drawings, black and white; 21 Illustrations, black and white
Pages
270
ISBN-13
9781032588735
Product ID
38754746

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