Overview

Designed as a guide for trainers and academic staff as well as for practitioners working with the most disturbed children and young people, Intuition is not Enough explores the connections between the challenges of practice and of learning. The book introduces the 'matching principle' - the principle that, in order to be successful, training for any field of practice should 'match' or reflect key aspects of that practice in terms of personal and professional experience as well as academic content. Based on the work of a unique course at the University of Reading, the book includes accounts by staff and students of this special way of working - its rationale, its content and its process. The authors demonstrate how the developmental principles underlying therapeutic work with young people can influence the design and practice of training, how those who have experienced this form of training have been able to apply their learning in their own professional practice, and the struggles they have encountered in doing so. The book's clear and accessible style will appeal to practitioners and trainers at all levels and in a wide range of professions, and it will be especially helpful for those responsible for designing and running courses in the fields of social work, counselling and psychotherapy. Paul Cain, University of Reading, Teresa Howard, Group Analytic Society and family therapist, London SW15, Deborah Best, Teacher in Secondary School Unit for pupils with emotional

Full Product Details

Author:   Linnet McMahon ,  Linnet Mcmahon (Retired, University of Reading, UK) ,  Adrian Ward
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 13.80cm , Height: 2.20cm , Length: 21.60cm
Weight:   0.340kg
ISBN:  

9780415156622

ISBN 10:   0415156629
Pages:   272
Publication Date:   19 March 1998
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction; Part 1 A basis for thinking about therapeutic practice; Chapter 1 The inner world and its implications, Adrian Ward; Chapter 2 Helping and the personal response, Linnet McMahon, Adrian Ward; Chapter 3 Helping together, Adrian Ward; Chapter 4 The difficulty of helping, Adrian Ward; Chapter 5 A model for practice: the therapeutic community, Adrian Ward; Part 2 Creating a model; Chapter 6 The matching principle, Adrian Ward; Chapter 7 Meeting to learn and learning to meet, Adrian Ward; Chapter 8 Working at understanding and helping troubled children 1 Practice examples supplied by: John Tuberville and Simon Peacock., Linnet McMahon; Chapter 9 Learning through philosophy, Paul Cain; Chapter 10 Learning in the Experiential Group, Teresa Howard; Chapter 11 The function of the staff meeting, Adrian Ward, Linnet McMahon, Paul Cain, Teresa Howard; Chapter 12 On the experience of keeping a reflective journal while training, Deborah Best; Part 3 Returning to practice; Chapter 13 Alice and her blanket: a case study, Ros Wheeler; Chapter 14 Therapeutic work in an educational setting, Deborah Best; Chapter 15 Therapeutic work in daily living settings, Linnet McMahon; Chapter 16 Using the situation, John Diamond; Part 4 Conclusions; Chapter 17 On ‘reflection’, Adrian Ward; Chapter 18 Applying the matching principle, Adrian Ward;

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Author Information

Adrian Ward is a senior lecturer in the Department of Community Studies at the University of Reading., Linnet McMahon lectures in Therapeutic Child Care at the University of Reading and is also a play therapist, supervisor and trainer.

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