Kim S. Golding is a consultant clinical psychologist with a special interest in parenting. She was involved in the setting up and evaluation of an inter-agency project in Worcestershire, UK, which is now part of the Integrated Service for Looked After Children (ISL). She is author of several books including Observing Children with Attachment Difficulties in School, Observing Children with Attachment Difficulties in Preschool Settings, Creating Loving Attachments (co-authored with Daniel A. Hughes) and Nurturing Attachments. Mary T. Turner is a qualified Business and Economics secondary school teacher who specialises in working with SEN and inclusion students. Helen Worrall is a support teacher for ISL, with over 10 years' experience of teaching children with special needs. Jennifer Roberts supports young people, schools, foster carers/parents/grandparents to meet the needs of young people. Ann E. Cadman retired in 2014 after 40 years working with children and the adults and professionals who helped support them.

This wonderful book focuses on the use of a comprehensive observation checklist for these students. However it provides so much more! It includes the development of well-informed action plans based on the detailed information obtained by the checklist as well as a thorough understanding of the complex difficulties shown by these adolescents. It also helps us to understand the services and programs needed by them, along with the characteristics of the adults and schools which these youth desperately need if they are to successfully proceed with their social, emotional, and behavioral development. This will serve as an important resource for educators even if they were never to use the checklist, though I would strongly encourage them to include it in their knowledgeable efforts to best meet the needs of these students. Observing Adolescents with Attachment Difficulties in Educational Settings is an excellent addition to the earlier works and checklists by Golding and colleagues for preschool and school age children.

Kim S. Golding is a consultant clinical psychologist with a special interest in parenting. She was involved in the setting up and evaluation of an inter-agency project in Worcestershire, UK, which is now part of the Integrated Service for Looked After Children (ISL). She is author of several books including Observing Children with Attachment Difficulties in School, Observing Children with Attachment Difficulties in Preschool Settings, Creating Loving Attachments (co-authored with Daniel A. Hughes) and Nurturing Attachments. Mary T. Turner is a qualified Business and Economics secondary school teacher who specialises in working with SEN and inclusion students. Helen Worrall is a support teacher for ISL, with over 10 years' experience of teaching children with special needs. Jennifer Roberts supports young people, schools, foster carers/parents/grandparents to meet the needs of young people. Ann E. Cadman retired in 2014 after 40 years working with children and the adults and professionals who helped support them.

This wonderful book focuses on the use of a comprehensive observation checklist for these students. However it provides so much more! It includes the development of well-informed action plans based on the detailed information obtained by the checklist as well as a thorough understanding of the complex difficulties shown by these adolescents. It also helps us to understand the services and programs needed by them, along with the characteristics of the adults and schools which these youth desperately need if they are to successfully proceed with their social, emotional, and behavioral development. This will serve as an important resource for educators even if they were never to use the checklist, though I would strongly encourage them to include it in their knowledgeable efforts to best meet the needs of these students. Observing Adolescents with Attachment Difficulties in Educational Settings is an excellent addition to the earlier works and checklists by Golding and colleagues for preschool and school age children.

Kim S. Golding is a consultant clinical psychologist with a special interest in parenting. She was involved in the setting up and evaluation of an inter-agency project in Worcestershire, UK, which is now part of the Integrated Service for Looked After Children (ISL). She is author of several books including Observing Children with Attachment Difficulties in School, Observing Children with Attachment Difficulties in Preschool Settings, Creating Loving Attachments (co-authored with Daniel A. Hughes) and Nurturing Attachments. Mary T. Turner is a qualified Business and Economics secondary school teacher who specialises in working with SEN and inclusion students. Helen Worrall is a support teacher for ISL, with over 10 years' experience of teaching children with special needs. Jennifer Roberts supports young people, schools, foster carers/parents/grandparents to meet the needs of young people. Ann E. Cadman retired in 2014 after 40 years working with children and the adults and professionals who helped support them.

This wonderful book focuses on the use of a comprehensive observation checklist for these students. However it provides so much more! It includes the development of well-informed action plans based on the detailed information obtained by the checklist as well as a thorough understanding of the complex difficulties shown by these adolescents. It also helps us to understand the services and programs needed by them, along with the characteristics of the adults and schools which these youth desperately need if they are to successfully proceed with their social, emotional, and behavioral development. This will serve as an important resource for educators even if they were never to use the checklist, though I would strongly encourage them to include it in their knowledgeable efforts to best meet the needs of these students. Observing Adolescents with Attachment Difficulties in Educational Settings is an excellent addition to the earlier works and checklists by Golding and colleagues for preschool and school age children.