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Susan Isaacs and the Malting House School
- Author:
- GRAHAM Philip
- Journal article citation:
- Journal of Child Psychotherapy, 34(1), April 2008, pp.5-22.
- Publisher:
- Routledge
It is well known that psychoanalysis has over the years had a significant impact on the education of children with mental health problems. Its contribution to the theory and practice of mainstream education is less well documented. This paper gives an account of the five-year (1924-1929) history of the Malting House School in Cambridge. The school was financed by Geoffrey Pyke and headed by Susan Isaacs, a teacher, psychologist and early member of the British Psychoanalytic Society, who became a leading protagonist of the ideas of Melanie Klein. The physical structure, organisation, philosophy and curriculum of the school are described. Although the school was only in existence for five years, through the writings and teaching of Susan Isaacs it had a lasting impact on early years education.
The end of adolescence
- Author:
- GRAHAM Philip
- Publisher:
- Oxford University Press
- Publication year:
- 2004
- Pagination:
- 268p.,bibliog.
- Place of publication:
- Oxford
This book puts forward a new way of looking at adolescence. Written by a child psychiatrist, it starts by describing the myths that pervade the popular view of adolescence. After a brief description of the history of adolescence, it goes on to examine the way the teens actually function in families, giving particular attention to approaches that result in positive outcomes. Discussing moodiness, conflict, sexual behaviour, drugs and alcohol, and eating patterns, it adopts the same questioning but positive approach. The book then looks at how the sense of frustration and failure many teenagers experience at school and in their neighbourhoods might be overcome by giving them a level of responsibility that matches their competence.
Treatment interventions and findings from research: bridging the chasm in child psychiatry
- Author:
- GRAHAM Philip
- Journal article citation:
- British Journal of Psychiatry, 176, May 2000, pp.414-419.
- Publisher:
- Cambridge University Press
This study critically considers the use of the term 'evidence', to suggest limits to the value of conventionally defined evidence and to point to possible ways forward to bridge the gap between research findings and clinical practice. Provides a review of the literature relating to the use of evidence-based methods. Concludes that the term 'evidence' needs to be used more widely than is conventionally the case. A move away from non-validated methods of intervention is both desirable and feasible. The use of qualitative methods of enquiry, both in situations where controlled trials are unlikely to be feasible and as adjuncts to quantitative methods, should be considered more seriously.
Child mental health: talking the same language
- Author:
- GRAHAM Philip
- Journal article citation:
- Children Now, 1, Summer 1999, pp.6-7.
- Publisher:
- Haymarket
As the government pledges an additional 84 million pounds to mental health services, the author, Chair of the National Children's Bureau, argues that if we are to help children with emotional and behavioural problems we need to overcome the language barrier which often exists between psychiatry and social work.
Meshing science, practice and management
- Author:
- GRAHAM Philip
- Journal article citation:
- Young Minds Magazine, 28, January 1997, pp.18-19.
- Publisher:
- YoungMinds
The author welcomes moves towards evidence-based children's mental health services, but suggests it will always be necessary to blend science with art.
Child psychiatry: a development approach
- Author:
- GRAHAM Philip
- Publisher:
- Oxford University Press
- Publication year:
- 1986
- Pagination:
- 465p., bibliog.
- Place of publication:
- Oxford
Textbook aimed primarily at paediatricians and psychiatrists who are dealing with children.
So young, so sad, so listen
- Authors:
- GRAHAM Philip, HUGHES Carol
- Publisher:
- Gaskell
- Publication year:
- 2005
- Pagination:
- 56p.
- Place of publication:
- London
- Edition:
- 2nd
This book is intended to help parents and teachers of depressed children and teenagers. The aim is to help those involved to recognise the signs of depression in children and to understand the possible causes. The authors provide practical advice and information about the support and help that can be given.
So young, so sad, so listen
- Authors:
- GRAHAM Philip, HUGHES Carol
- Publisher:
- Gaskell
- Publication year:
- 1995
- Pagination:
- 64p.,list of orgs.,bibliog.
- Place of publication:
- London
Booklet aimed at parents and teachers of depressed children and young people. Gives practical advice about understanding and recognising the causes of depression and about the support and help that parents and teachers can provide.
Where there is no child psychiatrist: a mental healthcare manual
- Authors:
- EAPEN Valsamma, GRAHAM Philip, SRINATH Shoba
- Publisher:
- Royal College of Psychiatrists
- Publication year:
- 2013
- Pagination:
- 214p.
- Place of publication:
- London
Mental health problems and worries are common among infants, children and adolescents in every part of the world. This book is a practical manual for primary healthcare professionals, teachers and anyone who works with children – especially in places where specialist psychiatric care is not available. After presenting an overview of child mental health problems, the manual goes on to deal with the various developmental, behavioural and emotional problems that arise in as many as 10% of the youth population. For each problem it first provides a case study and then describes how to find out more about a child with this problem. It suggests what can be done to help the child and their family. It also examines the mental health aspects of childhood maltreatment and exposure to natural or man-made disasters. This book is intended for anyone who works with children or young people, but who does not have specialist training in mental health problems. This includes: primary care doctors and nurses, community health workers and teachers.
Educational outcomes: adversity and resilience
- Authors:
- CASSEN Robert, FEINSTEIN Leon, GRAHAM Philip
- Journal article citation:
- Social Policy and Society, 8(1), January 2009, pp.73-85.
- Publisher:
- Cambridge University Press
In the context of risk and resilience, the paper attempts to integrate three strands of research: genetic and mental-health factors, the findings of cohort studies and those of other investigations of educational outcomes. A very wide range of factors, many of them related to disadvantage, bear on such outcomes, but none deterministically. Intelligence, conduct and emotional disorders are all found to influence academic achievement to varying degrees, as do a number of aspects of family, school and the wider social environment. Aspects that contribute to resilience are identified, and the paper concludes with a discussion of interventions to enhance resilience.