The Government has set itself the challenging target of halving the number of children living in poverty by 2010-11 and eradicating child poverty by 2020. With 2010 fast approaching, Ministers are still committed to the targets, and the Committee wanted to ascertain whether DWP has the right measures in place to meet its objectives. Significant progress has been made, but the target remains challenging: there are still 2.8 million children living in poverty and the most recent data shows a slight increase in this number. The Committee is convinced of the damaging effect of poverty on a child's self-esteem and expectations, and also its effects in contributing to social exclusion. Children growing up in poverty are also more likely to have poorer health and poorer educational outcomes. There are groups of children who have a much higher risk of growing up in poverty, for example if they or a parent are disabled, and there are higher poverty rates amongst Pakistani, Bangladeshi and black children. Getting parents into sustainable work should be the focus of the strategy to lift them and their children out of poverty, but there are concerns that the Jobseekers' Allowance regime is not sufficiently flexible to reflect the complexity of lone parents' lives. To eradicate child poverty by 2020, the Government needs a long-term strategy on benefit income for those who are unable to work. If benefits are uprated in line with inflation, the gap between the incomes of those in work and those on benefits will only get wider, as benefits will not keep pace with earnings. As poverty is measured as a percentage of median earnings, the implications for the 2020 target, in particular, are serious.

David Boonin presents a new account of the non-identity problem: a puzzle about our obligations to people who do not yet exist. Our actions sometimes have an effect not only on the quality of life that people will enjoy in the future, but on which particular people will exist in the future to enjoy it. In cases where this is so, the combination of certain assumptions that most people seem to accept can yield conclusions that most people seem to reject. The non-identity problem has important implications both for ethical theory and for a number of topics in applied ethics, including controversial issues in bioethics, environmental ethics and disability ethics. It has been the subject of a great deal of discussion for nearly four decades, but this is the first book-length study devoted exclusively to its examination. Boonin begins by explaining what the problem is, why the problem matters, and what criteria a solution to the problem must satisfy in order to count as a successful one. He then provides a critical survey of the solutions to the problem that have thus far been proposed in the sizeable literature that the problem has generated and concludes by developing and defending an unorthodox alternative solution, one that differs fundamentally from virtually every other available approach.

Every parent wants the best for their child, but how do you go about giving your baby or toddler the skills they need to live a happy, fulfilled life? ‘Best Start’ has the answers! Your baby’s early experiences and interactions provide them with the beginnings of their self-beliefs, thoughts and feelings; their self-esteem and self-value; how they operate in relationships; how they behave socially; and their sense of emotional security. It is therefore vital that you understand how to help your baby to develop trust and confidence, and to feel secure and valued. In ‘Best Start’, psychologist Lynn Jenkins looks at how a person’s emotional foundations are formed in babyhood and the power that these foundations have over the way in which a child develops. Most importantly, she outlines what your baby needs in order to develop a positive idea of themselves and what you can do to meet those needs, ensuring that your child experiences the best start in life.Simply written with an engaging honesty and humour, ‘Best Start’ is essential reading for every parent!

A Societal Benefiting Social-Emotional Development Textbook written and recommended by early childhood education experts and psychologists. It is important to teach the child when they are young on how to express themselves. This book uses the emotional vocabularies to teach the child how to interact with the adults as well as with the other children. It enhances social skills to prevent behavioural problems Parents use this book to tell stories to their child, introducing the emotions vocabularies, doing role-play, making their child to understand about their emotions, example, Curious, Interested, Tired, Happy, and etc. Parents use this book to teach their child about emotions, showing empathy and respect to the others. The current textbook series is at Level 1 - Suitable for Toddlers, age 1.5 to 3 years old. This is the first series out of the 4 levels for ages between 1.5 to 6 years old. Expert Recommendations: "This textbook teaches important goals and guidelines to help toddlers succeed in their developmental tasks of social-emotional competence." - Prof Susanne A. Denham (University Professor Emertia, George Mason University USA "The opportunities within this document present critically important factors for young children to successfully grow and develop." - Dr Lynn Wiener, Director, Yale New Haven Hospital Day Care Centers, USA "I would like to recommend this textbook to teachers, parents and children all over the world." - Rose Slavin, M.S. in Early Childhood Education, Southern Connecticut State University, New Haven, CT. USA "There are no better returns than investing in early childhood as the rates of return are unparalleled across the lifespan." - Professor Michael Chia, PhD, PPA, FMCCY, Nanyang Technological University, SG "The text is unique as it uses western pedagogical techniques like role-playing or Problem-Oriented Teachings in an indigenous manner using contextual samples." Dr Smita Singh, PhD in Psychology, James Cook University, SG "The current textbook has introduced important positive education notions and approaches from the West, and localised them in the Asian context, especially Singapore, to equip children with social-emotional competence." - Dr Weipeng Yang, S R Nathan School of Human Development, SG

*Interested in purchasing The Art and Science of Mental Health Nursing as a SmartBook? Visit https://connect2.mheducation.com/join/?c=normanryrie4e to register for access today* This well-established textbook is a must-buy for all mental health nursing students and nurses in registered practice. Comprehensive and broad, it explores how mental health nursing has a positive impact on the lives of people with mental health difficulties. Several features help you get the most out of each chapter and apply theory to practice, including: • Personal Stories: Provide insight into the experience of mental health difficulties from the perspective of service users and their carers • Thinking Spaces: Help you reflect on your practice and assess your learning individually and in groups, with further guidance available online • Recommended Resources: Provide additional materials and support to help extend your learning New to this edition: With four brand new chapters plus nine chapters re-written by original authors, key developments in this edition include: • Physical health care of people with mental health problems • Care of people who experience trauma • Promoting mental health and well-being • Support needed by nurses to provide therapeutic care and to derive satisfaction from their work • Innovations in mental health practice ‘The newly revised and updated edition has continued to offer an intelligent and readable text that offers a great deal to both students and those undertaking continuous professional development … This edition continues to offer “thinking spaces” that encourage the reader to reflect upon and consider what they have learned in a most practical way. I wholeheartedly recommend this book and continue to be impressed with its high standards of presentation and scholarship’. Emeritus Professor Tony Butterworth CBE, Chair, Foundation of Nursing Studies, Vice Chair RCN Foundation, UK ‘It is a pleasure to open this book and to see the comprehensive range of information and evidence based guidance in relation to effective practice in nursing. Even If you only buy one professional book this year make it this one!’ Baroness Watkins of Tavistock; Crossbench Peer, PhD and RN (Adult and Mental Health), UK ‘The importance of the teaching within this book cannot be underestimated … The book is written by credible and respected practitioners and will support mental health nurses to practice from the best evidence available today working from and with the human condition’. Beverley Murphy, Director of Nursing, South London and Maudsley NHS Foundation Trust

Using a life course approach, the main chapters in this truly original and enlightening text focus on health and well-being during each of our life stages. A wide range of contemporary literature from disciplines such as public health, sociology, epidemiology and social policy are drawn upon to examine key health and well-being issues in these stages, and to illustrate how health effects can accumulate across the life course. Interactive activities based on the text and on extracts from primary sources are used to encourage critical reflection and debate. Mary Larkin′s book will be essential reading for students on the many courses that need an understanding of health and well-being across all age groups. It will also be an invaluable resource for those in the health and social care sector as well as practitioners working in the field.

Art therapy with infants, toddlers and their families is an exciting and developing area of practice. With contributions from Australia, the United Kingdom and Spain, Art Therapy in the Early Years has an international flavour. The authors describe clinical art psychotherapy practice with children under five and their families in settings that include children in care, mental health clinics, paediatric wards, pre-schools, and early intervention programs. Divided into three sections, Art Therapy in the Early Years presents different clinical environments in which art psychotherapy with this client group is found: • individual art therapy; • group art therapy; • parent-child dyad and family art therapy. The book proposes that within these different contexts, the adaptive possibilities inherent in art psychotherapy provide opportunities for therapeutic growth for young children and their families. Art Therapy in the Early Years will be of interest to art therapists working with children; students and practitioners from creative arts therapies; psychologists and psychotherapists; social workers; pre-school teachers; child psychiatrists, clinical supervisors, and other professionals working in the early years settings.