Efnisyfirlit

• Cover Page
• Half Title Page
• Title Page
• Copyright Page
• Dedication
• Contents
• List of exercies
• List of tables
• Introduction to first edition
• Introduction to second edition
• Acknowledgements
• Part I Loss and nurture
  • 1. Early attachments and loss
    • Natural or necessary losses
    • Some studies of attachment behaviour
      • Quality of attachment
    • Attunement and psychoneurobiology
    • Secure attachment
      • Short separation
      • Longer separation
    • Insecure attachment
    • Summary
  • 2. Adult attachment patterns
    • Early separations and losses
    • Summary
  • 3. The nurturing environment
    • Aspects of the counselling approach
    • Summary
• Part II Death as a particular form of loss
  • 4. Experiences of death and bereavement
    • Circumstantial losses
    • Summary
  • 5. The effect of external circumstances and internal factors on the experience of bereavement
    • External determining circumstances
    • Internal factors
    • Summary
  • 6. Historical change in attitudes to death and bereavement
    •  Summary
  • 7. Cultural variety
    • The value of mourning
    • Mourning in different cultural and religious groups
      • Judaism
      • Christianity
      • Islam
      • Hinduism
      • Sikhism
      • Buddhism
      • Humanists and non-affiliated groups
    • General considerations
    • Summary
  • 8. Children's grief ‘Gift of tears'
    • 0–2 years
    • 2–5 years
    • 5–8 years
    • 8–1 2 years
    • Adolescence
    • Summary
  • 9. Personal and family experiences of loss
    • Drawing your own lifeline
    • Summary
• Part III Working with the grieving
  • 10. Basic loss counselling skills ‘Give sorrow words'
    • Active listening and distractions
      • External distractions
      • Distractions in your own behaviour
      • Attitudinal distractions
      • Distractions in your feelings
    • Skill of reflecting experience and feelings
    • Skill of reflecting using different levels of empathy
      • Example of empathy levels
    • Summary
  • 11. Tasks of mourning Meaning and Internalisation
    • The tasks
      • To accept the reality of the loss
      • To experience the pain of grief
      • To adapt to a world in which the deceased is missing
      • To emotionally relocate the deceased and move on with life
    • The development of continuing bonds
      • The process of adaptation
      • Narrative creation
      • The development and maintenance of continuing bonds
    • Summary
  • 12. Further skills related to the tasks of mourning and ending counselling
    • Setting limits or boundaries
      • Beginnings: sessions and relationships
        • First session of a new counselling relationship
      • Possible openings
        • The grief emerges into an already established professional relationship
        • The grief erupts into the start of a session in established counselling
      • Endings: sessions and relationships
        • Session endings
        • Ending the relationship
      • Time-limited counselling
    • Normalising disturbing experiences
      • Hallucinations
      • ‘Irrational' behaviour
      • Understanding dreams
      • ‘Irrational' beliefs
      • Persistent thoughts or images
    • Summary
  • 13. Ways of helping children
    • Immediacy about information and feelings
    • When feelings get lost
      • The use of drawing
      • The ‘faces game'
      • The use of sound and stories
      • The ‘boxes' game
      • The use of drama, play and music
    • Techniques to explore relationships
    • When information is lacking
    • Maintaining links
    • Further considerations
    • Summary
• Part IV Anger and guilt
  • 14. Understanding anger and guilt
    • Origins of anger and guilt
    • Uncomplicated anger and guilt in grieving
    • Complicated anger and guilt in grieving
    • Summary
  • 15. Working with anger and guilt in more complicated grief
    • The ‘stuck' patterns
      • 1 Idealisation as a protection against anger or guilt
        • How the pattern functions
        • Counsellor's feelings and dilemmas
        • Counsellor's responses
        • Counsellor's difficulties
      • 2 Vilification as a protection against pain and underlying love
        • How the pattern functions
        • Counsellor's feelings and dilemmas
        • Counsellor's responses
        • Counsellor's difficulties
      • 3 Anger as a protection against intimacy and underlying despair
        • How the pattern functions
        • Counsellor's feelings and dilemmas
        • Counsellor's responses
        • Counsellor's difficulties
      • 4 Depression as a protection against intense feelings
        • Martha
        • How the pattern functions
        • Counsellor's feelings and dilemmas
        • Counsellor's responses
        • Counsellor's difficulties
        • Peter
        • How the pattern functions
        • Counsellor's feelings and dilemmas
        • Counsellor's responses
        • Counsellor's difficulties
      • 5 Suicidal thoughts as a fantasy of release from pain and despair
        • How the pattern functions
        • Counsellor's feelings and dilemmas
        • Counsellor's responses
        • Counsellor's difficulties
    • Drawing together the threads
    • Summary
• Part V Professional implications
  • 16. Necessary consultation for complicated grief
    • ‘Swamped by feelings'
    • ‘Feeling cut out'
    • Other areas in which consultation may be required
      • Sexual abuse in childhood
      • Suicidal intent or serious suicidal thoughts
      • Somatisation: ‘weeping through the body'
      • Behavioural messages
      • Client behaviour within the counselling relationship
        • Silence
        • Persistent lateness
      • Medication
    • Summary
  • 17. Assessment and referral
    • Assessment skills
    • Referral skills
      • Reasons for immediate referral
      • Reasons for later referral
      • Timing of referrals
      • Method of referral
        • Early stage referral
        • Later stage referral
    • Summary
  • 18. Supervision
    • Functions of supervision
      • The restorative function
      • The formative function
      • The normative function
      • The interweaving of supervisory functions
    • Uses of feelings
      • The counsellor's feelings
        • Use of counsellor's feelings to locate denied feelings in the client
        • Use of counsellor's feelings to recognise the counsellor's need
        • Reflected feelings in the parallel process
      • Use of the supervisor's feelings
    • Supervision for the unexpected
    • The value of supervision
    • Summary
  • 19. Epilogue
• Appendix A Useful Resources
• Appendix B Useful websites
• Appendix C Furthur Reading
• Appendix D Multimedia
• Appendix E Useful BACP publications
• References
• Author Index
• Subject index

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu