Naomi Fisher - Böcker

An increasing number of children are struggling to attend school. The conventional approach prioritises a rapid return to their setting. For some children, this simply doesn’t work. They are stuck, not attending school but not learning out of school either. What happens then - and what can we do about it? This illustrated guide lifts the lid on the experiences of children and families who are struggling within the school system and explores how we can work with these young people to maximise their chances of a positive and fulfilled life.The book encourages professionals to take a new perspective and to consider what can be done differently. It explores the ways in which difficulties with school are understood by children, parents, and professionals, and shows how things can go wrong (and right), using real-life examples from a range of settings. Chapters delve into common interventions and the impact these can have in practice, before introducing alternative approaches which have the child at the centre. The voices of young people are foregrounded throughout, shedding light on their struggles with attendance - including when placements have completely broken down – and, importantly, showing how they have gone onto success. Original illustrations are included to bring these ideas to life.Placing authentic experiences at the core, this book offers a valuable insight into the lives of children and families when school has gone wrong and will leave you with new ideas as to how to turn things around. What Can We Do When School’s Not Working? is essential reading for professionals working with children who are struggling with school attendance, from SENCOs and educational support workers to educational psychologists, senior leadership teams, and local authorities.

'If you are a parent worrying whether self-directed education will work for your child, because you have been told that they have special needs which can only be met in the school system - think again'Neurodivergent children experience and interact with the world differently to many of their peers. Standard educational systems often fail to adapt to their unique strengths and ways of learning. School, and even the act of learning, can become a source of great anxiety and trauma. Self-directed education offers an alternative to traditional schools that can help neurodivergent children develop at their own pace and thrive.Blending theory, practical advice and lived experience, clinical psychologist Naomi Fisher introduces the world of self-directed learning and tailoring the learning environment to your child.This comprehensive overview of self-directed learning is packed with ideas on how to implement it at home and includes interviews from parents of neurodivergent children on how you can make learning differently work for you and your child

Children are born full of curiosity, eager to participate in the world. They learn as they live, with enthusiasm and joy. Then we send them to school. We stop them from playing and actively exploring their interests, telling them it's more important to sit still and listen. The result is that for many children, their motivation to learn drops dramatically. The joy of the early years is replaced with apathy and anxiety.This is not inevitable. We are socialised to believe that schooling is synonymous with education, but it's only one approach. Self-directed education puts the child back in control of their learning. This enables children, including those diagnosed with special educational needs, to flourish in their own time and on their own terms. It enables us to put wellbeing at the centre of education.Changing Our Minds brings together research, theory and practice on learning. It includes interviews with influential thinkers in the field of self-directed education and examples from families alongside practical advice. This essential guide will give you an understanding of why self-directed education makes sense, how it works, and what to do to put it into action yourself.

Schelling came of age during the pivotal and exciting years at the end of the eighteenth century, as Kant's philosophy was being incorporated into the German academic world. At this time, in addition to delving into the new Kantian philosophy, Schelling engaged in an intense study of Plato's dialogues and was immersed in a Neoplatonic intellectual culture. Attention to these aspects of Schelling's early philosophical development illuminates his fundamental commitments. Throughout the first decade of his adult life, from 1792-1802, Schelling was a mystical Platonist. Naomi Fisher argues that Schelling is committed to two overarching theses, which together comprise his mystical Platonism. First, Schelling considers the absolute to be ineffable: It cannot be described in conceptual terms. For this reason, it remains inferentially external to any given philosophical system and is only intimated to us in certain analogical formulations, in works of art, or in nature as a whole. Second, Schelling is committed to a kind of priority monism: All things are grounded in the absolute, but finite things possess an integral unity all their own, and so have a distinct and relatively independent existence.Highlighting these commitments resolves an interpretive dispute, according to which Schelling is a Fichtean idealist or a Spinozist, or he vacillates between these positions. Interpreting Schelling as advancing a mystical Platonism provides an alternative way of interpreting these early texts, such that they are by and large consistent. Fisher presents Schelling's early philosophy as a unique and compelling fusion of the old and new: Schelling fulfills the characteristic aims of post-Kantian philosophy in a way distinctive among his contemporaries, by drawing on and appropriating various strands of Platonism.

A clear and engaging introduction to the psychology of mental health, which takes account of a range of perspectives and illustrates how psychologists work in the field today.Psychology of Mental Health will place our current understanding of mental health in context, both historically and culturally. It will discuss various models for understanding mental health, research on causes of mental health problems, and will introduce recent psychology-led alternatives to diagnosis.This edition is available for students and institutions to purchase in a variety of formats. The e-book offers a mobile experience and convenient access along with functionality tools, navigation features, and links that offer extra learning support: www.oxfordtextbooks.co.uk/ebooks.

An increasing number of children are struggling to attend school. The conventional approach prioritises a rapid return to their setting. For some children, this simply doesn’t work. They are stuck, not attending school but not learning out of school either. What happens then - and what can we do about it? This illustrated guide lifts the lid on the experiences of children and families who are struggling within the school system and explores how we can work with these young people to maximise their chances of a positive and fulfilled life.The book encourages professionals to take a new perspective and to consider what can be done differently. It explores the ways in which difficulties with school are understood by children, parents, and professionals, and shows how things can go wrong (and right), using real-life examples from a range of settings. Chapters delve into common interventions and the impact these can have in practice, before introducing alternative approaches which have the child at the centre. The voices of young people are foregrounded throughout, shedding light on their struggles with attendance - including when placements have completely broken down – and, importantly, showing how they have gone onto success. Original illustrations are included to bring these ideas to life.Placing authentic experiences at the core, this book offers a valuable insight into the lives of children and families when school has gone wrong and will leave you with new ideas as to how to turn things around. What Can We Do When School’s Not Working? is essential reading for professionals working with children who are struggling with school attendance, from SENCOs and educational support workers to educational psychologists, senior leadership teams, and local authorities.

For those struggling with experiences of psychosis, therapy can be beneficial and even life changing. However, there is no single type of therapy, and a great range and diversity of therapeutic approaches have been developed to help different individuals’ needs, which makes deciding which approach is most helpful for an individual not a straightforward choice. Personal Experiences of Psychological Therapy for Psychosis and Related Experiences uniquely presents personal accounts of those who have received therapy for psychosis alongside professional clinical commentary on these therapies, giving multiple perspectives on what they involve and how they work. Presented in a clear and accessible way, each chapter includes accounts of a variety of different therapies, including cognitive behavioural therapy, trauma-focused therapy, open dialogue, and systemic family therapy. The reader is encouraged to explore not only the clinical basis for these therapies but also understand what the treatments mean for the person experiencing them, as well as their challenges and limitations. The book also explores the importance of the individual’s relationship with the therapist. As a whole, the perspectives presented here provide unique insight into a range of widely used psychological therapies for psychosis.With its special combination of personal experiences and concise introductions to different therapies, this book offers a valuable resource for academics and students of psychiatry, clinical psychology, psychotherapy, mental health care and mental health nursing. It will also be essential reading for those considering treatment, their friends and families, as well as mental health professionals, including psychiatrists, clinical psychologists, psychotherapists and nurses.

For those struggling with experiences of psychosis, therapy can be beneficial and even life changing. However, there is no single type of therapy, and a great range and diversity of therapeutic approaches have been developed to help different individuals’ needs, which makes deciding which approach is most helpful for an individual not a straightforward choice. Personal Experiences of Psychological Therapy for Psychosis and Related Experiences uniquely presents personal accounts of those who have received therapy for psychosis alongside professional clinical commentary on these therapies, giving multiple perspectives on what they involve and how they work. Presented in a clear and accessible way, each chapter includes accounts of a variety of different therapies, including cognitive behavioural therapy, trauma-focused therapy, open dialogue, and systemic family therapy. The reader is encouraged to explore not only the clinical basis for these therapies but also understand what the treatments mean for the person experiencing them, as well as their challenges and limitations. The book also explores the importance of the individual’s relationship with the therapist. As a whole, the perspectives presented here provide unique insight into a range of widely used psychological therapies for psychosis.With its special combination of personal experiences and concise introductions to different therapies, this book offers a valuable resource for academics and students of psychiatry, clinical psychology, psychotherapy, mental health care and mental health nursing. It will also be essential reading for those considering treatment, their friends and families, as well as mental health professionals, including psychiatrists, clinical psychologists, psychotherapists and nurses.

Eye Movement Desensitization and Reprocessing (EMDR) is an effective trauma therapy that has the potential to be adapted for people with a range of diverse needs. It is both structured and client-centred, enabling each person to make sense of their experiences in a unique way. Making EMDR Accessible supports practitioners in recognising barriers and adapting their practice for neurodivergent clients or anyone who communicates or engages with therapy in different ways.Drawing on two decades of clinical experience, Naomi Fisher guides readers step-by-step through every phase of EMDR, highlighting where challenges commonly arise and offering practical and containing adaptations grounded in clinical formulation, current understanding of trauma, and research. With clear explanations and compelling case examples, she demonstrates how EMDR therapists can flex to meet a wide range of sensory needs, cognitive styles, and communication preferences.Clear, concise, and rooted in real-world practice, this book equips EMDR practitioners to deliver safer, more effective therapy to a wider range of clients.

AN ESSENTIAL GUIDE FOR ALL TEENAGERS CONSIDERING EDUCATION OUTSIDE OF SCHOOLDoes any of this sound like you?· You find regularly attending school difficult or you have been excluded· School makes you feel unhappy, ill or overwhelmed· You get so angry at school that you just can't keep doing what you're told to do· You haven't found the right environment to support your learning· You are home educated, either because you want to be or because your parents felt they had no other choiceYou might not have met anyone else like you, but there are a surprising number of teenagers who do not go to school. Some of them are home educated, but others are just not attending school regularly. Then there are many more who do attend but aren't learning there.This is not a book which will tell you how to go back to school. You will not find anything here which tells you that without school, your life is ruined. This book is about how you can get an education without going to school. Education is compulsory, but school isn't the same thing as education. School is only one way to get an education.This book is about some of the other ways.Co-written by expert clinical psychologist Dr Naomi Fisher, who has helped many teenagers deal with navigating education outside of mainstream schools, and by bestselling author and illustrator Eliza Fricker, along with seventeen teenagers who have given their experience of learning outside of school.

A new title from Dr Naomi Fisher, author of the bestselling books Changing Our Minds, When the Naughty Step Makes Things Worse and The Teenager's Guide to Burnout.

Some children just haven't read the parenting books. The harder you try, the worse it gets.There's a hidden contract at the heart of parenting. It's the idea that if parents just get it right, their children can be made to do what they want. Manuals explain how to make it very clear to your children what you want them to do − and how to respond when they don't cooperate. With the right rewards and consequences in place, parents are meant to ensure that their children stay under control. That's Time Out and the Naughty Step (for the little ones) or grounding and withdrawing screen privileges (for the older ones). If that doesn't work, parents are told to be more consistent. But what happens if your child is even more consistent than you? For every so often, along comes a child who hasn't signed the contract. They don't buy in. When they are put on the Naughty Step, they refuse point blank to stay there. Promises of stickers and rewards get you nowhere at all. Take their iPad away and they say, 'Fine, but I'm still not doing that'. These are the children who rip up the rule book. Their parents are left floundering. The more they try to bring their children under control, the clearer it is that they aren't haven't any of it. The firmer the boundaries, the worse their behaviour becomes. Things can go downhill fast. This down-to-earth, illustrated guide is for parents who need something different. It's for those who are fighting battles where they didn't know battles could be fought. It's for those who suspect that what they are doing isn't helping - but they don't know what else to do. It's for families who need a better way to live and who want their children (and themselves) to thrive.