This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the ‘focal points of experience’ for children and young people. Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

**Shortlisted for the 2021 BAAL Book Prize for an outstanding book in the field of Applied Linguistics** Situated at the interface of corpus linguistics and health communication, Corpus, Discourse and Mental Health provides insights into the linguistic practices of members of three online support communities as they describe their experiences of living with and managing different mental health problems, including anorexia nervosa, depression and diabulimia. In examining contemporary health communication data, the book combines quantitative corpus linguistic methods with qualitative discourse analysis that draws upon recent theoretical insights from critical health sociology. Using this mixed-methods approach, the analysis identifies patterns and consistencies in the language used by people experiencing psychological distress and their role in realising varying representations of mental illness, diagnosis and treatment. Far from being neutral accounts of suffering and treating illness, corpus analysis illustrates that these interactions are suffused with moral and ideological tensions sufferers seek to collectively negotiate responsibility for the onset and treatment of recalcitrant mental health problems. Integrating corpus linguistics, critical discourse analysis and health sociology, this book showcases the capacity of linguistic analysis for understanding mental health discourse as well as critically exploring the potential of corpus linguistics to offer an evidence-based approach to health communication research.

Global Health, a field of study, research and practice defined in 2009 with precursors in international health and development, is currently reckoning with itself. The field has well-intended goals emphasizing collaboration and dialogue between population health, public health, clinical care, and other disciplines to address socioeconomic determinants of health, and employing interdisciplinary approaches to address health inequities wherever they exist. Despite these lofty ideals, there are concerns that the field itself has historically served to reinforce rather than deconstruct colonialism and power imbalances. At this point in time, the field has evolved toward a vision of a community of practice between institutions across the income spectrum (HIC, LMIC, LIC) working in bidirectional and multidirectional ways to develop staff, stuff, space, systems and strategies to eliminate health disparities. However, with deeply rooted colonial assumptions, racism, elitism, and other forms of bias underlying institutions and individuals, initiatives operating under the auspices of Global Health are all too often antithetical to the pursuit itself.

A clear and compelling text written by teachers, psychologists, and educationalists, Relational Practice: New Approaches to Mental Health and Wellbeing in Schools proposes a dynamic and relational approach to supporting the mental health needs of children and young people within education. Contributing authors advocate a movement away from the deficit, medicalised model of mental health and instead encourage readers to embrace a relational approach, considering philosophical and spiritual dimensions, as well as the wider everyday contexts that shape the mental health of individuals, groups, and school communities. Filled with case studies, intervention strategies, and CPD activities, this essential guide bridges the gap between theory, research, and practice to offer evidence-based resources for practical application within schools. Areas covered include, but are not limited to: Supporting neurodivergent and LGBT+ students to thrive Creating and actioning an anti-racist approach Multi-agency interventions Relationships in SEND settings Creating a supportive culture to enhance staff wellbeing Appreciative inquiry Staff perceptions of Building Relational Schools (BRS) The role of intersubjective processes and the impact they have on relationships in educational settings Providing a comprehensive introduction to relational practice within education, this is an indispensable resource for anyone working in education who wishes to support the mental health and wellbeing of their school community.

Social Theory and Health Education brings together health education scholarship with a diverse range of social theories to demonstrate the value and impact of their application to associated health and education contexts. For the first time, this book draws together cutting-edge research that demonstrates the productive and impactful ways social theory can be applied to the diversity of research in this field. Topics covered include digital health, health education in sexuality, gender and health, food and nutrition, mental health and wellbeing, environment, and alcohol and drug use. In exploring these topics, each author utilises different theorists and concepts to compellingly demonstrate their application to a range of health education research contexts. This collection provides examples for both students, early career and established scholars that showcase ways that social theory can be utilised in empirical and theoretical research. The collection also highlights how health education scholarship can be enhanced by engaging with social theory. It also explores the viability of various theories for work in this field, and their potential to generate new approaches for research.

Promoting and maintaining mental health continues to be a key challenge in the world today. Creek's Occupational Therapy and Mental Health is essential reading for students and practitioners across a wide range of health professions, capturing contemporary practice in mental health settings. Now fully updated in its sixth edition, it retains the clarity and scholarship associated with the renowned occupational therapist Jennifer Creek while delivering new knowledge in a fresh perspective. Here readers can find everything they need on mental health for learning, practice, and continuing professional development. Complex topics are presented in an accessible and concise style without being oversimplified, aided by summaries, case studies, and questions that prompt critical reflection. The text has been carefully authored and edited by expert international educators and practitioners of occupational therapy, as well as a diverse range of other backgrounds. Service users have also co-authored chapters and commentaries. Evidence-based links between theory and practice are reinforced throughout. This popular title will be an indispensable staple that OTs will keep and refer to time and again. - Relevant to practice - outlines a variety of therapeutic interventions and discusses the implications of a wide range of contexts - New chapters on eating disorders, cognitive/learning-based approaches and being a therapist - Extended service user commentaries - Expanded scope to accommodate diverse psychosocial perspectives and culturally-sensitive practices - New questions for readers in every chapter - Key reading and reference lists to encourage and facilitate in-depth study