Things Jon Didn’t Know About: Our Life After My Husband’s Suicide is an honest and moving account of the day-to-day practicalities of raising a family as a single parent survivor of suicide with advice on how to talk to children about death and how to support them as they grow up. Author Sue Henderson draws on her experience as a social worker to discusses theories of grief and men’s mental health. Here are her ‘top tips for keeping it together’, taken from chapter 2, ‘A Crash Course in Widowed Single Parenting’: Continue reading
When does a crowd of people become a mob? And what makes them act dangerously?
In this extract from The Interbrain, Digby Tantam examines the psychology of crowds, explaining why people are drawn to crowd-participation, why crowds become mobs and what makes them behave in the ways they do.
For more information on The Interbrain, or to buy a copy of the book, click here.
Embarassment is a highly contagious emotion and easily shared between people. In this extract from The Interbrain, author Digby Tantam explores how the interbrain connection can explain why we so often cringe when other people display embarrassing or shameful behaviour.
For more information on The Interbrain, or to buy a copy of the book, click here.
Help children to stay on top of “big” feelings like anger, sadness and anxiety with this ingeniously easy-to-use therapy toolkit, Creative Ways to Help Children Manage BIG Feelings. Focusing on making therapy for children both purposeful and playful, the book provides 47 activities to transform your sessions using everyday materials and a variety of tried-and-tested therapy models. We have provided four downloadable examples of these activities below for you to try.
Suitable for adults and young people, The Art Activity Book for Psychotherapeutic Work will help clients to raise self-esteem, cope with change and adversity, and manage complex emotions with 100 ready-to-use illustrated worksheets and activities. Here we share 7 example worksheets.
Drawing on psychotherapeutic approaches including cognitive behavioural therapy (CBT), these worksheets are ideal for use in therapeutic work, for starting conversations and addressing problems that clients face. Each worksheet is designed to encourage clients to express their thoughts and emotions creatively in a relaxed way. The book also includes activities that centre on visual diary keeping, to help clients gain perspective on their unique issues and learn to solve their problems in a positive, healthy way.
Jennifer Guest is a clinical supervisor and counsellor for Relate, a charity that provides counselling services, and has her own private practice in Yorkshire.
Victoria Honeybourne is a senior advisory teacher, trainer and writer with a particular interest in promoting wellbeing amongst young people on the autism spectrum. We caught up with Victoria upon the publication of her latest book, A Practical Guide to Happiness in Children and Teens on the Autism Spectrum, to ask a few questions about how it came about.
What motivated you to write A Practical Guide to Happiness in Children and Teens on the Autism Spectrum and who is the book for?
There has been a lot of interest recently in using findings from the positive psychology movement to improve happiness, wellbeing and resilience in children and young people. However, I realised that many of the strategies advised were not always the most appropriate for those on the autism spectrum. I wanted to write a book which looked at these issues from an autistic point of view. The book is for anybody working with children and young people on the autism spectrum – mainstream teachers, teaching assistants, mentors, speech and language therapists, and parents.
Helen Bashford, author of Perry Panda, has experience working in the mental health field, most recently as Carers Lead for a Mental Health Trust, providing support for families. In this article, Helen discusses the need to talk to children about mental health, and the benefits of drip feeding them information.
We have all heard it by now, that 1 in 4 people will experience mental illness at some point in their life. This statistic means that every child – every single one – will know someone experiencing mental ill health, if not now then in the future. There’s also a 25% chance they will become ill themselves. In families where a parent or sibling is ill, children have to live with the disruption mental illness can cause, and childhood is rife with issues such as bullying that can leave children vulnerable. Research now shows that half of all mental health problems are established by the age of 14, and 75% by the age of 24 (Mental Health Foundation). So, when we think about how to prevent mental illness we probably need to think about childhood.
In this extract from Grief Demystified, Caroline Lloyd presents a range of scenarios resulting in bereavement, to allow the reader to reflect on the differences that bereaved people experience, thus enabling professionals, family and friends to better communicate with a person who has been bereaved.
Consider why the following are different:
- The death of a child
- Death within the family structure
- Death by suicide
- The death of a partner/spouse
- The death of a parent
- Death by road accident
- How death impacts on older people
A Guide to Mental Health Issues in Girls and Young Women on the Autism Spectrum: Diagnosis, Intervention and Family Support is the first book to look specifically at how mental health issues relate to girls and young women with autism, covering theory, research and tailored interventions for support.
In this extract, taken from Chapter 6 on Anxiety and Depression, author Dr Judy Eaton explores the results of a number of studies into anxious behaviour in girls and young women on the autistic spectrum.
Evidence suggests that an estimated 40 per cent of individuals on the autism spectrum will suffer from high levels of anxiety (Van Steensel, Bögels and Perrin 2011). Clinical experience would suggest that this figure is likely to be higher, particularly amongst those with the pathological (or extreme) demand avoidance profile. In an earlier version of the DSM, DSM-III (APA 1980), ‘sudden excessive anxiety’ and ‘unexplained panic attacks’ were included amongst the core criteria for a diagnosis of autism. However, subsequent versions of the DSM (IV and V) do not include this. The reason for this is not entirely clear. Hallett et al. (2013) cite the meta-analysis by White et al. (2009) which found that between 11 per cent and 84 per cent of children with a diagnosis of autism display anxiety. Of the 31 studies analysed 30 per cent were diagnosed with specific phobias, 17 per cent had obsessive compulsive disorder, 17 per cent had social anxiety and 15 per cent reported features of ‘generalised’ anxiety. Their results suggested that children with autism were twice as likely to develop anxiety disorders compared with their neuro-typical peers. High levels of anxiety have a negative impact upon education, social relationships and social participation and on other members of the immediate family group (Reaven 2011). There is also an increased likelihood that these anxiety disorders will persist into adulthood.
Illustrator Emma Lindström talks us through how Robin and the White Rabbit came to be, and shares her process for creating the striking water colour and photo imagery that adorn the book.
Under a tree in the schoolyard, a lone child is sitting. They sit there looking at the others… all the while turning further and further away. The feelings are piling up around the child, but no one’s there to help the child reach through the wall of feelings that separates them from the other children. The child is told that they must play with the other children, that they should be involved in the world around them. But how do you do that? The only thing the child knows right now is that it is fairly safe to sit under the tree… But what if a white rabbit would show up? A soft and kind rabbit who you can hug and play with…
Hello, my name is Emma Lindström. I am a preschool teacher with several years of experience supporting children with special needs, now specialising in visual aid.
In the summer of 2015, I sat at a café with my new-found friend Åse. We met only a few days earlier, by chance at a picnic. Åse talked about her experiences with people in need of visual communication, and soon we started to discuss the importance of understanding the need for people to communicate in ways other than spoken language. I related to my experiences as a support teacher in preschool and Åse talked about the various projects she participated in and her experiences from Konstfack College of Arts. After a while we considered what it would be like to create a picture book that highlights visual communication. Continue reading