Yvonne Barnes-Holmes

This book will help readers balance the essential scientific concepts underlying Acceptance and Commitment Therapy (ACT) with their clinical practice, reconnecting ACT with its behavioural therapeutic roots and Relational Frame Theory.Clinicians often struggle to understand the science (the “head”) that should underpin their clinical practice/work (the “heart”). Without a core understanding of the scientific concepts underlying ACT, clinicians struggle to understand how to adapt ACT in practice for specific client or group situations and why. In response to that, this book is structured to help readers understand the why of each intervention and how to use that to guide the next move. Through a mix of explanations, personal examples, exercises for the therapist, short cases, and metaphors, the book provides a series of science-driven concepts that teach the reader to use the ACT toolbox with skilful interventions.This manual is a must-read for any ACT trainee or practitioner, helping them systematically connect techniques with the rationale for their use.

This book will help readers balance the essential scientific concepts underlying Acceptance and Commitment Therapy (ACT) with their clinical practice, reconnecting ACT with its behavioural therapeutic roots and Relational Frame Theory.Clinicians often struggle to understand the science (the “head”) that should underpin their clinical practice/work (the “heart”). Without a core understanding of the scientific concepts underlying ACT, clinicians struggle to understand how to adapt ACT in practice for specific client or group situations and why. In response to that, this book is structured to help readers understand the why of each intervention and how to use that to guide the next move. Through a mix of explanations, personal examples, exercises for the therapist, short cases, and metaphors, the book provides a series of science-driven concepts that teach the reader to use the ACT toolbox with skilful interventions.This manual is a must-read for any ACT trainee or practitioner, helping them systematically connect techniques with the rationale for their use.

Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people’s experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.