Julie Webb

Introducing readers to the world of counselling and psychotherapy, Fifty Minutes is a collection of fictional dialogues. As readers witness therapy sessions and their impact upon the ordinary lives of the characters, they gain a unique insight into the nature of the work, without textbook jargon. A host of characters populate Fifty Minutes. Readers meet Tess, who is coming to the end of her life and wants to share some old feelings that never really left her; Meg, who is processing the end of a long-term illicit relationship which gets muddled with grieving for her suicidal mother; and Jack and Christine, a married couple on the brink of collapse. Even the therapist with no name has her own life experiences that get a little muddled in the work. What is therapy and how does it help with the necessary dilemmas that we suffer and face during the lifespan? Fifty Minutes demonstrates the complexity, but also the value of treating one another with humility, compassion and acceptance.

Inclusion is a buzzword of the 1990s. Politicians now stress their commitment to inclusion and social justice - not competition. For schools, inclusion means accepting and educating all children, irrespective of their difficulties. The new inclusive mood is about including everyone in society's institutions. It has created a growing demand for schools to find effective ways of including and teaching all children - even those who at one time would have been sent to special schools. The book combines a theoretical examination of inclusion and its rationale with the story of a group of schools in which teachers, assistants and children have striven to make inclusion happen. This new book* explores the arguments for inclusive schools* examines the international evidence about children's well-being and academic progress in inclusive schools* describes how the pioneers have developed their practice for inclusion* presents the findings of an in-depth 18 month study of a group of schools which have striven to make inclusion happen

Inclusion is a buzzword of the 1990s. Politicians now stress their commitment to inclusion and social justice - not competition. For schools, inclusion means accepting and educating all children, irrespective of their difficulties. The new inclusive mood is about including everyone in society's institutions. It has created a growing demand for schools to find effective ways of including and teaching all children - even those who at one time would have been sent to special schools. The book combines a theoretical examination of inclusion and its rationale with the story of a group of schools in which teachers, assistants and children have striven to make inclusion happen. This new book* explores the arguments for inclusive schools* examines the international evidence about children's well-being and academic progress in inclusive schools* describes how the pioneers have developed their practice for inclusion* presents the findings of an in-depth 18 month study of a group of schools which have striven to make inclusion happen