Susan Bailey – författare

Adolescent Forensic Psychiatry discusses a broad range of issues based around the psychiatric needs of adolescents and how these relate to offending behaviour. Its well-structured approach looks at assessment, treatment and outcomes for different disorders and highlights the importance of effective interaction between specialist agencies. Services supporting the assessment and treatment of children and young people within forensic mental health services are influenced by professionals in many areas; the author base covers a wide range of disciplines and specialties to cover every aspect of adolescent forensic psychiatry.Adolescent Forensic Psychiatry will be of special interest to people working with children and young people in secure care, and to those working with all looked-after children. It will be of value to all those involved in the development of the needs of children and adolescents within educational, social, mental health and criminal justice services.

Written for practitioners and policymakers, this book will help professionals across health, education, social care and juvenile justice services to understand the needs of young offenders and adolescents at risk of entering the criminal justice system. Developmental in approach, the textbook provides a comprehensive overview of forensic child and adolescent mental health, using cases to help clinicians link theoretical principles to practice and understand how mental health and neurodevelopmental impairment can relate to offending behaviour. With an emphasis on preventive initiatives, early intervention and the building of psycho-social resilience through the delivery of values based practice, this book highlights the need for comprehensive assessment for young people across multiple domains of their lives. This book is of interest to all clinicians working within mental health teams, practitioners working with children and adolescents, professionals involved with youth justice and medico-legal issues, and politicians responsible for establishing health and social policy.

Recent years have seen educationalists turning to Emmanuel Levinas when considering the relationship between ethics and education. While it is true that Levinas never speaks of ethics in relation to the practice of classroom education, nonetheless, for Levinas, ethics is a teaching, and learning can only take place in the presence of the Other. This book considers how, within the constraints of the Irish primary school education system, teachers can develop a Levinasian approach to teaching, that affords both them and the children they teach multiple opportunities throughout the school day to take up their ethical responsibility for each other as Other. Beginning from a Levinasian understanding of learning and teaching as constituting primordially relational and ethical events, and weaving the philosophies of Levinas, and the educationalists he inspires, into the approaches of philosophy with children, restorative practice, and PAX, this book suggests a unique approach to ethics in Irish primary school classrooms. The focus of this book, then, is on both the philosophical underpinnings that anchor teaching as a Levinasian, and a consideration of what practical approaches could be employed by the Levinasian teacher.