The Social Worker's Guide to Child and Adolescent Mental Health provides a comprehensive guide to working with children and young people who are experiencing mental health problems, and equips the reader with the knowledge and skills to provide the best…

This paper considers the use of narrative exchanges in the form of letters and conversations as a legitimate research method when collecting “secret data” within organisational settings. It refers to narrative exchanges the authors’ undertook over a three‑month period, regarding…

The first social work course to focus on children's mental health in the UK began in 1929 at the London School of Economics and Political Science. The subsequent child guidance movement spawned the genesis of child and adolescent mental health…

Can dialogue reveal hidden truths? This is what prompted Bronwen Rees and
Andrew Armitage to experiment with the dialogical process to explore how
realities and knowledge about our organisations are created.

The CRISTAL project has had significant achievements in the coordination of
the research work carried out by the consortium members on renewables, the enhancement of partners’ knowledge on Renewable Energy Sources and their integrated control and use, which contributes to…

Presented at: Conference on Structural Reform and the Transformation of Organizations and Businesses, sponsored by the Ashcroft International Business School and the Athenian Policy Forum. Homerton College, Cambridge, 3-6 September 2003.

Racial and ethnic categories have appeared in recent scientific work in novel ways and in relation to a variety of disciplines: medicine, forensics, population genetics and also developments in popular genealogy. Once again, biology is foregrounded in the discussion of…

Following the deaths of Victoria Climbié and of Peter Connelly (Baby P) the media has raged about social work competence, the public have expressed dismay and the government has responded with proposals designed to alter practice procedures. Altering procedures gives…

This paper describes a small scale collaborative research project designed to
promote undergraduate students’ academic literacy through proactive
methods of support embedded within the content of an early childhood
education module. Two of the professionals involved in the project offer

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