Andrew Colley – författare

This unique resource book explores what wellbeing, community participation and independence mean to young people with profound and multiple learning difficulties (PMLD). Bringing together results of an extensive survey of more than 100 schools that teach young people with PMLD, the authors present many innovative ways in which schools are working to ensure young people with PMLD have lives of value that are as rich and meaningful as possible.Organised into three cohesive parts, this book provides a comprehensive insight into established theories and current perspectives on wellbeing and independence for people with PMLD before exploring the results from the Lives Lived Well survey and other international research, and then it helpfully illustrates best practice in action with a close look at an established, very successful specialist school.This book can be used as a guide, resource and inspiration for adults sharing their lives with young people with PMLD – whether practitioners or parents – and concludes by asking what we can learn from these young people to support us all in living life to the full.

This unique resource book explores what wellbeing, community participation and independence mean to young people with profound and multiple learning difficulties (PMLD). Bringing together results of an extensive survey of more than 100 schools that teach young people with PMLD, the authors present many innovative ways in which schools are working to ensure young people with PMLD have lives of value that are as rich and meaningful as possible.Organised into three cohesive parts, this book provides a comprehensive insight into established theories and current perspectives on wellbeing and independence for people with PMLD before exploring the results from the Lives Lived Well survey and other international research, and then it helpfully illustrates best practice in action with a close look at an established, very successful specialist school.This book can be used as a guide, resource and inspiration for adults sharing their lives with young people with PMLD – whether practitioners or parents – and concludes by asking what we can learn from these young people to support us all in living life to the full.

With a focus on the progression and dismantlement of the Asylum system, this book examines key issues around the policy and practice of in-patient mental health provision in the UK, making comparisons with similar services in other parts of the world.Part narrative history and critical analysis, part autoethnography, this unique volume critiques the ethics of early policy decisions which led to the closure of the old Victorian asylums and the advent of care in the community, identifying continuing issues of institutionalisation, containment, and segregation. Drawing parallels with the continuing dilemmas of ‘inclusion’ in other areas of public policy and provision, chapters discuss controversial issues such as the response to the Covid pandemic, the influence of ‘anti-psychiatry’, and the continuing use of electro convulsive therapy. Ultimately, the book makes a vital theoretical and practical contribution to the continuing debate around in-patient mental health care in the 21st century.The book will be of interest to academics, researchers and policy makers in the fields of healthcare policy and history of mental health provision more broadly. Psychiatrists interested in the history of the asylum system in the UK, as well as present day mental health professionals will also find the book of use.

With a focus on the progression and dismantlement of the Asylum system, this book examines key issues around the policy and practice of in-patient mental health provision in the UK, making comparisons with similar services in other parts of the world.Part narrative history and critical analysis, part autoethnography, this unique volume critiques the ethics of early policy decisions which led to the closure of the old Victorian asylums and the advent of care in the community, identifying continuing issues of institutionalisation, containment, and segregation. Drawing parallels with the continuing dilemmas of ‘inclusion’ in other areas of public policy and provision, chapters discuss controversial issues such as the response to the Covid pandemic, the influence of ‘anti-psychiatry’, and the continuing use of electro convulsive therapy. Ultimately, the book makes a vital theoretical and practical contribution to the continuing debate around in-patient mental health care in the 21st century.The book will be of interest to academics, researchers and policy makers in the fields of healthcare policy and history of mental health provision more broadly. Psychiatrists interested in the history of the asylum system in the UK, as well as present day mental health professionals will also find the book of use.

By 1940 the Allies had fallen behind the Axis powers in parachute design and research. Other than as a means of escape from a doomed aircraft, the British regarded parachuting as of little military value. All that changed when the Germans used paratroops, the Fallschirmjäger, to devastating effect in the invasion of the Low Countries, and Churchill demanded immediate action. The call went out for men who would be prepared to risk their lives testing parachutes, jumping and landing techniques.Charles Agate was a 34-year-old schoolteacher with a taste for adventure when he joined a pioneering group of mavericks at RAF Ringway in Manchester. The breath-taking risks they took alongside the essential work of the women of the WAAF changed the course of the war and the face of airborne warfare. Their work though often came at a terrible cost.Between 1941 and 1945 Agate and his fellow Parachute Jump Instructors (PJIs) completed thousands of jumps, often from low altitude or using prototype parachutes. They jumped carrying heavy kit bags, had sandbags strapped to their legs, and landed in deep freezing water. They also trained thousands of raw recruits for the key airborne operations of the war, as well as over 600 Special Operation Executive agents for dropping into enemy territory, frequently accompanying them as dispatchers on these hazardous flights. They were proud of the knowledge they were acquiring and imparting at Ringway, but, as the authors reveal, this led to disputes with the Americans over tactics and equipment as they prepared for the Allied invasion of France.Agate amassed a record 1,601 jumps and was awarded the Air Force Cross. He and his fellow PJIs at Ringway were also personally thanked by Churchill for their unique contribution to the war effort. His last jump, in 1946, with his flying suit stuffed with winnings won on a horse called Airborne at the Epsom Derby, was reported in the press worldwide.He acknowledged after the war that he had seen ‘21 good soldiers hit the deck’ during training at RAF Ringway, and these tragedies, as well as the effects of risking his life on a daily basis, took a heavy emotional toll on him and many of the other PJIs. The Man Who Tested Parachutes explores Agate’s ‘lost’ post-war years: his struggles with his mental health, and the impact on his family. It charts his journey to becoming the unconventional head teacher of a village school and his clashes with local authorities. Finally, it describes unflinchingly the last dark twist in the life of this complex man, alone in his flat overlooking the sea just before Christmas 1986.This book tells the story of an ordinary man who took extraordinary risks, and the men and women who served alongside him. It also remembers the young recruits who died before they were able to take part in the key battles for which they were being trained.

Bringing together the voices of academics, art psychotherapists, and service users, this unique volume explores the contemporary impact of Edward Adamson’s pioneering work on art therapy practices in in-patient settings. Drawing on both primary and secondary sources, as well as case studies, the book explores the extent to which Adamson’s work has become a conceptual framework for art therapy in a variety of in-patient settings today. It describes how practice contributes to the shift in mental health provision towards a trauma-informed culture, and represents a research-led rationale for increased and reliable provision of arts therapies in in-patient settings as a vital contribution to patient experience and recovery. Chapters cover key elements such as the open studio model, the role of the art therapist, art therapy as personal narrative, art therapy in forensic settings, and its use in supporting the wellbeing of staff in in-patient settings. The volume locates Adamson’s legacy within a changing healthcare framework, reflecting on the future of art therapy in the context of evolving government policy, financial restraints and – in the UK – the changing face of the NHS. This volume will be of interest to researchers, scholar-practitioners, psychotherapists and postgraduate students in the fields of arts therapies, the history of psychology and mental health provision and, more broadly, mental health nursing and policy. It will give senior leaders an opportunity to understand the contribution of arts therapists to improving the quality of care for service users and staff.

Inclusion is Dead is a provocative polemic against the widely held notion that inclusion for all children and young people with SEN is both possible and desirable. For those with severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), the authors argue, it is neither. Imray and Colley assert that the dominance of inclusion has meant that there has been no serious attempt to look at the educational difficulties faced by learners with PMLD and SLD. As a vision of egalitarianism and equality for all, they say, inclusion is dead. The authors controversially believe that unless education changes, it will remain as a disabling institution that does the exact opposite of its intention. The book presents the argument that theorists of inclusion have failed to provide practical solutions on how inclusion can be achieved when SLD and PMLD learners are involved, as well as discussing the drawbacks of the ‘inclusion for all argument’.With up-to-date references throughout, Inclusion is Dead will be an insightful read for teachers and SENCO trainers, as well as postgraduates and undergraduates studying courses on politics, philosophy and society.

Inclusion is Dead is a provocative polemic against the widely held notion that inclusion for all children and young people with SEN is both possible and desirable. For those with severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), the authors argue, it is neither. Imray and Colley assert that the dominance of inclusion has meant that there has been no serious attempt to look at the educational difficulties faced by learners with PMLD and SLD. As a vision of egalitarianism and equality for all, they say, inclusion is dead. The authors controversially believe that unless education changes, it will remain as a disabling institution that does the exact opposite of its intention. The book presents the argument that theorists of inclusion have failed to provide practical solutions on how inclusion can be achieved when SLD and PMLD learners are involved, as well as discussing the drawbacks of the ‘inclusion for all argument’.With up-to-date references throughout, Inclusion is Dead will be an insightful read for teachers and SENCO trainers, as well as postgraduates and undergraduates studying courses on politics, philosophy and society.