The psychological impact of an acquired brain injury (ABI) can be devastating for both the person involved and their family. This book describes the different types of psychological therapies used to ameliorate psychological distress following ABI. Each chapter presents a new therapeutic approach by experts in the area. Readers will learn about the key principles and techniques of the therapy alongside its application to a specific case following ABI. In addition, readers will gain insight into which approach may be most beneficial to whom as well as those where there may be additional challenges. Covering a wide array of psychological therapies, samples range from more historically traditional approaches to those more recently developed. Psychological Therapies in Acquired Brain Injury will be of great interest to clinicians and researchers working in brain injury rehabilitation, as well as practitioners, researchers and students of psychology, neuropsychology and rehabilitation.

Children, young people and families living with an acquired brain injury (ABI), whether through accident, illness, injury or abuse, are rarely offered psychological therapy, and yet the benefits of such interventions can be profound. This important new book, providing a selection of practice examples and insights from frontline practitioners, will be essential reading for any paediatric therapist or clinician. Beginning with a "life story" of the brain where emphasis is placed on how brain development is fundamentally related to its environment, the book offers key background knowledge before showcasing the core topics of assessment, psychological formulation and intervention. It features a range of therapeutic models, includes direct and indirect work, group work and family therapy, with settings varying from inpatient neurorehabilitation to community work and the transition to education. The long-term needs of those in the criminal justice system are also addressed. The closing chapters focus on the debate around effective outcome measurement and outline a vision for better services. Elevating the voices of our children, young people and families living with ABI, this pioneering book will provide practitioners with the confidence to work collaboratively across a range of children and young people with disorders of consciousness or communication to those with behaviour that challenges others to manage. It offers new ways to understand both children’s pasts and their futures, and will be essential reading for anyone in the field.

In recent years much enthusiasm and energy has been directed toward the development of human gene therapies, especially for inherited conditions and cancers. However, current gene transfer technology is limited in its transduction efficiency and ability to permanently and safely correct genomic defects. Thus the promise of gene therapy for these conditions is as yet unrealized. The progression of gene transfer technology will eventually surmount these limitations. Gene Therapy for Acute and Acquired Diseases includes selected examples of ongoing studies in molecular genetics that have the potential to evolve into human therapies for acute illnesses. These chapters are intended to highlight lesser known applications of gene therapy for acquired disorders. It is expected that human gene therapy trials for these conditions will be forthcoming in the near future, leading to previously unimaginable therapies. Thus, this first-ever book about gene therapy for acute and acquired diseases is intended to serve as a glimpse into the future.

Acceptance and Commitment Therapy (ACT) allows people with acquired brain injury to develop psychological flexibility, in order to lead a vital life, despite all the difficult thoughts, feelings and brain injury symptoms that are present. Innovations in Acceptance and Commitment Therapy (ACT) for Acquired Brain Injury brings together contributions from highly experienced clinicians, using innovative approaches in ACT for acquired brain injury, in the context of individuals, working with relatives, groups and multidisciplinary teams. This book will be a valuable resource for clinical psychologists, clinical neuropsychologists, counselling psychologists, cognitive behaviour therapists, psychiatrists and counsellors working therapeutically with clients with acquired brain injury.

Severe Community Acquired Pneumonia is a book in which chapters are authored and the same topics discussed by North American and European experts. This approach provides a unique opportunity to view the different perspectives and points of view on this subject. Severe CAP is a common clinical problem encountered in the ICU setting. This book reviews topics concerning the pathogenesis, diagnosis and management of SCAP. The discussions on the role of alcohol in severe CAP and adjunctive therapies are important topics that further our understanding of this severe respiratory infection.

Now in its second edition, Speech and Language Therapy: the decision-making process when working with children reveals how recent research and changes in health and education services have affected the decision-making process in the assessment and management of children with speech and language problems. With individual chapters written by experts in their field, this book: Illustrates how the decisions made by practitioners may vary within different work settings Shows how these decisions may need to be adapted when working with specific client groups Explores how such decisions are part of effective evidence-based practice Offers an overview of the skills required by the developing professional Provides insight into working as a newly qualified therapist in the current job market. Rigorously underpinned with current research and revised legislation, this is an important textbook for speech and language therapy students, potential students and specialist teachers in training. Speech and Language Therapy: the decision-making process when working with children will also be relevant to newly qualified therapists, therapists returning to the profession, specialist teachers and Special Educational Needs Coordinators.