Overview

This key text recognises the importance of upskilling students and practitioners to understand children’s holistic needs and to develop new ways of working therapeutically that support their wellbeing and resilience. The book outlines why therapeutic approaches are necessary, considers the range of approaches that are available and the evidence behind them and shows how these can be used to support children and families in an increasingly challenging practice landscape. Placing an emphasis on self-care, it celebrates the role of the practitioner as an inspirer of hope and architect of resilience and self-efficacy. Each chapter in the book: Provides an overview of adversity, trauma and holistic wellbeing Includes helpful case studies and practical examples, alongside reflective questions that can be used as discussion points in seminars Takes a multi-disciplinary approach with contributions from specialists working directly with children and families across a range of settings Equips students and practitioners with a wide range of models, tools and approaches to achieve their best outcomes Offers advice for developing a therapeutic relationship, and the skills and dispositions needed for practice. This informative and practical book will be essential reading for students in a range of disciplines, including early years professional practice and early childhood degrees, as well as education, health, social care and community services. It will also be a valuable resource for early years and primary practitioners, trauma-informed schools and organisations supporting children and families.

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9781032605685

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Dr Alison Prowle is a senior lecturer at the University of Worcester, where she specialises in teaching and research connected to trauma-aware practice and children’s adverse life experiences. Prior to joining the university, Alison worked extensively in schools, third-sector organisations and local authorities. Alison completed her doctoral studies at Cardiff University where her research focused on multi-agency and community support to forced migrant families in Wales. Alison has also undertaken extensive research with care experienced families, families with a disabled child and families in ‘left behind’ communities. She is passionate about equipping the children and family’s workforce to use strength-based, democratic and compassionate approaches to support children and families to achieve positive outcomes and realise their aspirations. Nicola Stobbs was a senior lecturer and course leader for the BA (Hons) Early Childhood in Society at the University of Worcester. The degree was underpinned by Social Pedagogy, a human-rights based approach focusing on ethics, relationship-based practice and empowerment. She has undertaken considerable research with groups experiencing adversity and marginalisation, for example kinship children and carers, children and families in areas of deprivation and Roma, Gypsy Travellers. Before working at the university, Nicola was a primary school teacher and the manager of a pre-school. Nicola is also the chair of Play Worcester, a charity committed to ensuring children have opportunities to play outside more often in their communities.

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