An exceptional informative resource from our Inspirational and Reflective Reading List. This book received numerous suggestions for inclusion from frontline grass roots practitioners as well as parents and carers. As a parent carer and advocacy practitioner, I personally got intrigued. Written by clinicians and teachers with decades of experience working with kids, these unique and effective therapy tools are vital to enhancing children and young people’s skills how to cope with and overcome their day-to-day challenges. Step-by-step, you'll see how the best strategies from cognitive behavioural therapy are adapted for children to treat and help Trauma ADHD Autism Anxiety
I hear you ask, what is he talking about this time? I had the privilege a couple of weeks ago of attending one of IntAPA’s DiACs. An IntAPA take on the work of AISee Collaborative, DiAC - Drop in Advocacy Café’s. This was a great global discussion with fellow members. These members included advocacy practitioners and other members who have an advocating component to their main day job, teachers, allied health professionals, social workers and more. What came to the fore very quickly was the global regression and practice of avoidance as opposed to more meaningful inclusion within education, occupational opportunities, for the communities of autism, ADHD and learning disabilities. Personally, I admit, I was a bit taken aback by this. Especially given from Listening Globally, Thinking Nationally, Acting Locally, LGTNAL, from across 36 countries, it was collectively identified the 17 systemic challenges, a global first faced by this community, and there have been significant strides or so the rhetoric would have us believe in addressing them. Interestingly for me, I took the opportunity, from a Scottish context, and brought up two recent pieces, excellent pieces of Scottish legislation into the discussion namely