Cover image for Psychology, race equality, and working with children
Psychology, race equality, and working with children
Title:
Psychology, race equality, and working with children
Author:
Guishard-Pine, Jeune.
ISBN:
9781858564746
Publication Information:
Stoke On Trent : Trentham Books, 2010.
Physical Description:
ix, 218 p. : ill., ports. ; 24 cm.
Contents:
Forward / Tony Cline -- Introduction : the other side of the coin -- Race and culture in nurse education : learning through experience / Christine Cork, Sarah Hawes, and Clare Nichols -- Black expertise : can being black be a skill? / Valerie Jackson -- Victim or criminal? : the racialisation of the juvenile justice system / Jeune Guishard-Pine -- Ensuring (e)quality of services : implications for continuing professional development / Hazel Sawyers and Jeune Guishard-Pine -- Education is for life : further and higher education for diverse Britain / Olatayo Afuape -- Chinese pupils : the silent voices in British schools / Karina Ng -- The psychology of identity : the black refugee experience / Randa Price -- Working with Pakistani mothers in the community : an early intervention child mental health service / Alex Harborne -- The diagnosis of autism : the experience of West African parents / Sarah Took -- Learning difficulties : distinguishing them from issues of language / Jan Carter and Jeune Guishard-Pine -- Progressive African Caribbean masculinities : a challenge to domination / Taiwo Afuape -- The virgin father : psychological research with black fathers in Britain / Jeune Guishard-Pine -- Walking in Jung's shadow? : black rage and domestic abuse / Luke Daniels -- User engagement and African Caribbean experience in child and family care service / Naomi Anna Watson -- Self-evaluation by primary school aged children : an existential intervention / Yvonne Mills and Jeune Guishard-Pine -- "Blank darkness" : the invisibility of black women in the history curriculum / Isis Guishard-Pine and Jeune Guishard-Pine -- Looking back at being black and gay in school / Lloyd Hamilton -- Conclusion.
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