Sian Phillips

'Modern classics: elegantly written and breathtaking in their honesty' Daily ExpressSiân Phillips has a long and celebrated career on both stage and screen. For the first time, her two bestselling volumes of memoir Private Faces and Public Places will be available as a single volume with a brand new foreword by the author. With wonderful stories and unflinching candour, Private Faces and Public Places covers her life from its beginnings in the remote Welsh countryside, where life hadn't changed for centuries, to finding herself at the epicentre of the acting world at its most glamorous alongside husband Peter O'Toole, whose career was about to take off with the spellbinding Lawrence of Arabia. Siân describes the mad and wonderfully impulsive times with O'Toole alongside the tempestuous, insecure, and often lonely periods in their marriage. Incredibly, it endures over 20 years. When it ends, surprising even herself, she plunges straight into another marriage, with the much younger actor Robin Sachs. Emerging alone from her second marriage, triumphant and unrepentant, the story Siân tells ranks alongside the very best in show business.

Written by experienced clinicians, this book provides an exploration of how educators can easily use Dyadic Developmental Practice (DDP) to help vulnerable pupils to thrive. DDP is an intervention model for children and young people who have experienced trauma in past relationships. Safety and security is increased through offering emotional connection in a variety of ways, helped by the attitude of PACE (playfulness, acceptance, curiosity and empathy). The model gives children the opportunity to experience the relationships necessary for healthy development, emotional regulation and resilience. This book gives educators all the tools they need to embed DDP into their practice, including building connections with students, partnerships with parents, understanding the theory behind DDP, and overcoming the challenges of implementing it in practice. These principles can be adapted to support pupils at all levels.

The call for trauma-informed education is growing as the profound impact trauma has for the children’s ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behavior is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Students become more and more at risk for mental health difficulties. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students. Even though it is relationships that have hurt students with developmental trauma, it is known that they must find safe relationships to learn and heal. Forming those relationships with children who have been hurt and no longer trust adults is not easy. This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do. This book offers successes and ongoing challenges as a means to continue the conversation about how best to support some of our most at-risk youth.

The call for trauma-informed education is growing as the profound impact trauma has for the children’s ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behavior is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Students become more and more at risk for mental health difficulties. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students. Even though it is relationships that have hurt students with developmental trauma, it is known that they must find safe relationships to learn and heal. Forming those relationships with children who have been hurt and no longer trust adults is not easy. This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do. This book offers successes and ongoing challenges as a means to continue the conversation about how best to support some of our most at-risk youth.

Graeme Smith, MD, PhD is a Professor and Head of Obstetrics & Gynecology at Queen's University. He works with many families who have suffered a miscarriage or stillbirth. He has developed a website (www.themothersprogram.ca) as a resource for women during pregnancy and after delivery. Sian Phillips, PhD is a Child Psychologist who is an adjunct professor at Queen's University who specializes in working with interpersonal trauma and attachment issues. Jerri Oehler, PhD is a pediatric nurse/psychologist at the Carteret Clinic for Adolescents and Children affiliated with Duke University. She has a long history of working with families who have had a loss during pregnancy or postpartum. Malia Murphy is a PhD student at Queen's University studying complications in pregnancy and their impact on maternal outcomes.