Working with People with Learning Disabilities: Systemic Approaches

Table of Contents:
What is Systemic? What is Social Construction and what does it Offer Learning Disability Scholarship and Practice? Understanding disabling barriers faced by people with learning difficulties: The social model and beyond Whose story is it anyway? A Narrative Approach to working with people affected by Learning Disabilities, their families and networks Beginning to Work Systemically: Working with Referrals Working in the Context of a Diagnosis: systemic practice and autistic spectrum conditions Systemic ideas in the context of working with children and families Evolving education (Psychology) Perspectives on Systemic Working Systemic Ideas and Positive Behaviour Support in a crisis service Working Systemically with Multi-Disciplinary Teams Using Systemic ideas in an in-patient setting Guide to a Good Day (G2GD) A WRAP for People with Learning Disabilities and their Support Network When someone dies: Practices of witnessing and remembering Systemic ideas in the context of supervision and reflective practice Evidence Based Practice, Practice Based Evidence and Warm Data Working systemically when you are not a qualified Family Therapist Ascribed Roles Applying the coordinated management of meaning Cultural Genograms Curiosity Diversity IS GRACE Engaging people with learning disabilities in family and network meetings From either/or to both/and Irreverence My restraint story Prejudices Reflecting conversations Reframing Relational Reflexivity

About the Author :
Victoria Jones is a Specialist Systemic Family Psychotherapist, Registered Nurse for People with Learning Disabilities and a Senior Fellow of the Higher Education Academy. Dr Mark Haydon-Laurelut is Senior Psychological Therapist Family and Systemic Psychotherapy/Senior Lecturer in Psychology at the University of Portsmouth, UK

Review :
This volume weaves together the most critical work in systemic theory and practice, transforming the terrain of professional practice with people identified with learning disabilities. It offers an abundance of conceptual and practical resources for practitioners, researchers, communities, clients, and families. A thought provoking text that encourages us all to work towards more effective ways of standing in solidarity with children, young people, men and women with learning disabilities. I would recommend reading, reflecting and acting on its contents. This book demonstrates how we might think of working in ways that emphasise the capacities of people with learning disabilities embracing innovative and enabling practices. This will be essential reading for anyone engaged in developing practice that understands disability as a fundamental concern of contemporary society.