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Over the twentieth century, the relationships between the home and the school have been considered from a number of perspectives. These include social class and children’s education (David, 1993; Halsey et al., 1980; Utting, 1995); the language of the home and school (Bernstein, 1971); involving parents in their children’s learning (David, 1993; Mortimore & Mortimore, 1984; Sylva, 1987; Wolfendale, 1983); parents’ political participation in their children’s education (Ball, 1990; David, 1993; Deem, 1989; Golby, 1989; Macleod, 1989); home-school relations and minority ethnic families (Tomlinson, 1984); gender and home-school issues (David, 1993); family structure and children’s education (Cockett & Tripp, 1994; Utting, 1995); the treatment of family in the school curriculum (Cockett & Tripp, 1994; DfEE, 2000; OFSTED, 2002; Utting, 1995); the role of school in addressing students’ family problems (Cockett & Tripp, 1994; Rodgers & Pryor, 1998); and home-school contracts (Bastiani, 1991; David, 1993; Macbeth, 1989). The range of areas outlined above alone highlights the complexities of the issues surrounding home and school.

MBIT is a manualised mentalization-based approach to working with hard to reach young people at risk of a wide range of life adversities including severe mental illness, substance misuse, family breakdown, school exclusion, offending and homelessness. The on-line manual (www.tiddlymanuals.com) describes how Adolescent Mentalization-Based Integrative Therapy (AMBIT) is a systemic intervention requiring attention to four different domains of intervention simultaneously; much emphasis is placed on the support systems for workers to maintain this balance in what are often chaotic working conditions. The purpose of this paper is to illustrate how these four main components of the AMBIT approach link together in actual clinical practice.

The authors illustrate the core techniques of the AMBIT approach, namely, “working with your client”, “working with your team”, “ working with your network” and “learning as a team” with a series of case vignettes, demonstrating the inter-relationship of these components rather than seeing them as separate strands.

A range of mentalization-based techniques such as “thinking together”, mentalized formulation, “disintegration grids” and web-based manualising are described and illustrated in relation to a series of case vignettes in order to address barriers to effective practice. The vignettes emphasise how these components must be linked together and held in balance, and how easily they become disconnected in working with young people’s ambivalent or even hostile relationships to help.

First, developing a shared, mentalized formulation of a young person’s difficulties is an important aspect of working with highly troubled young people. Second, mentalizing is a relational process and is easily disrupted, for both workers and young people, by raised anxiety and affect, a common feature of working with this client group. AMBIT provides specific methods, for example, “thinking together” for supporting the mentalizing of individual workers in their team in an explicit way. Third, workers from different agencies may often find it difficult to make sense of each other’s behaviour and decision making. AMBIT proposes the use of a mentalizing approach to this difficulty using a technique called a disintegration grid. Finally, AMBIT proposes a new practitioner focused approach to manualising as a method by which a team can become more explicit about its methods of working in order to support systematic practice and evaluate outcomes.

The innovative AMBIT approach proposes that clinicians need to attend to team and network relationships at least as much as their relationship with the client, in addition to adopting a stance of learning as a team from their casework. A high level of clinical skill is needed to support a team to achieve this balanced approach to casework. This work is of interest to all multi-disciplinary teams working with hard to reach young people.

This paper discusses findings from qualitative research exploring young asylum seekers' (aged 18‐25) definitions and experiences of ‘home’ and ‘belonging’ at a time of transition to adulthood and adjustment to life in a new country. Previous research on refugees and asylum seekers has focused largely on either children or adults, often failing to highlight the particular experiences of those in young adulthood. It will be argued that young asylum seekers of this age have specific needs and experiences associated with the dual transition they face, in both adapting to life in the UK and becoming adults, and the changing support network and entitlements available to them as they go through this process.

Young people’s choice of higher education institution and subject are often assumed to take place in a social vacuum, ignoring the influence of family and friends. Despite a shift away from state funding of undergraduate higher education towards a cost-sharing model (Johnstone, 2004), little research has been carried out on family attitudes to debt, particularly in Scotland where home students do not pay tuition fees. This chapter explores how higher education decisions are made by Scottish domiciled students in the context of their families and the ways in which such decisions are mediated by social class.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Purpose – To examine how youth appropriate and resist elements of the developmental discourse as they construct and enforce dating norms.

Methodology – In 2007, we conducted participant observation at a middle school summer camp for youth in sixth, seventh, and eighth grades. Youth ranged in age from 11 to 17 years old.

Findings – Youth borrowed the idea of a normative sequence of behaviors arranged by age from the developmental discourse to establish a set of age-appropriate dating norms for all campers, regardless of chronological age. Youth enforced these norms by treating other dating actions as too young or too old. By tying this linear trajectory to social age instead of chronological age, youth creatively altered the apparently rigid developmental discourse and established dating norms which addressed their own values and concerns. Youth established dating norms and maximized opportunities for pleasurable, collective discussions about dating and romantic relationships. Although the developmental discourse influenced the norms in this peer culture, we argue that the small, heterogeneous composition of the camp facilitated youths' ability to appropriate, refashion, and resist the developmental discourse.

The purpose of this paper is to explore young researchers perspectives on children and young people’s research, participation and protection.

The paper is co-authored by young people and academics involved in a young researcher group. This paper provides a brief introduction from the young researchers and some academic context to their work, then the young researcher group’s contribution. Their contribution is followed by a brief discussion of the issues they raise in the light of current academic debate.

This paper contains our critical reflection on participation and protection.

The paper presents a unique contribution capturing children and young people’s perspectives on the journal’s theme and other contributions to it.

The purpose of this paper is to describe the journey of a young person with severe and complex communication needs from no formal expressive communication system, to a point where he is motivated and able to use a text based voice output communication aid for a range of communication functions, in a variety of settings, and with a range of communication partners.

The paper is a descriptive single case study, documenting long‐term changes in speech, language, and communication needs and use, and discontinuation of use, of range of Augmentative and Alternative Communication (AAC) tools.

The paper describes the different AAC interventions and their success or otherwise in supporting the young person. It also describes key educational and therapeutic aspects of his management. Changes in the young person's interaction, language and literacy skills, and how his family and the professionals around him perceived the changes in his communication are highlighted.

The paper is a description of one person without a known underlying diagnosis of his severe and complex communication impairment and might, therefore, be of restricted use when generalized.

There are few published longitudinal descriptions concerning how, why, and when young people use or discard AAC tools. This paper highlights the multiple and various factors of the factors that can be at work when actually providing intervention.

Young people’s involvement should lead to research, and ultimately services, that better reflect young people’s priorities and concerns. Young people with a history of treatment for alcohol and/or drug problems were actively involved in the youth social behaviour and network therapy study. The purpose of this paper is to explore the impact of that involvement on the study and what was learnt about involving young people in drug and alcohol research.

The initial plan was to form a young people’s advisory group (YPAG), but when this proved problematic the study explored alternative approaches in collaboration with researchers and young people. Input from 17 young people informed all key elements of the study.

Involvement of young people needs to be dynamic and flexible, with sensitivity to their personal experiences. Engagement with services was crucial both in recruiting young people and supporting their ongoing engagement. This research identified a need to critically reflect on the extent to which rhetorics of participation and involvement give rise to effective and meaningful involvement for young service users. It also highlights the need for researchers to be more flexible in response to young people’s personal circumstances, particularly when those young people are “less frequently heard”.

This research highlights the need for researchers to be more flexible in response to young people’s personal circumstances, particularly when those young people are “less frequently heard”. It highlights the danger of young people in drug and alcohol research being unintentionally disaffected from involvement through conventional approaches and instead suggests ways in which young people could be involved in influencing if and how they participate in research.

There is an apparent contradiction between dominant discourses and cultures of health services research (including patient and public involvement) that often do not sit easily with ideas of co-production and young people-centred involvement. This paper provides an alternative approach to involvement of young people that can help to enable more meaningful and effective involvement.

The flexible and young people-centred model for involvement which emerged from this work provides a template for a different approach. This may be particularly useful for those who find current practice, such as YPAG, inaccessible.