I: On The Essence of the Historical: The Meaning of Tradition; II: On The Nature of The Historical: The Metaphysical and The Historical; III: Of Celestial History: God and Man; IV: Of Celestial History: Time and Eternity; V: The Destiny of The Jews; VI: Christianity and History; VII: The Renaissance and Humanism; VIII: The End of The Renaissance and The Crisis of Humanism: The Advent of The Machine; IX: The End of The Renaissance and The Crisis of Humanism: The Disintegration of The Human Image; X: The Doctrine of Progress and The Goal of History; Epilogue
David Taransaud is a UKCP registered psychotherapeutic counsellor, consultant, author, and trainer with over 15 years clinical experience working with challenging youth in one of the most deprived boroughs in London. He is the author of: 'You Think I'm Evil: practical strategies for working with rebellious and aggressive adolescents', and regular contributor to 'Play Therapy Magazine' and 'Children & Young People' the professional journal for counsellors and psychotherapists. David frequently presents workshops across the UK and abroad on how to connect, empathise and form a genuine working alliance with troubled and troubling young people. He also works as a foreign consultant in Karachi (Pakistan) and travelled to Kitgum (Uganda) where he independently set up an Art Therapy service in an orphanage for former child soldiers and young people affected by conflict and trauma. His travel journal, 'Kitgum's Orphans; Invisible Wounds' was entered in the Social Impact Media Awards (SIMA 2013) - an international documentary and educational impact media award honoring members in the independent film and global humanitarian industry. It can be can be watched on Vimeo: http://vimeo.com/54758687.
Subject Background Challenging behaviour used to be described as 'problem behaviour' or 'difficult behaviour' or 'socially unacceptable behaviour'. But in recent years, the term challenging behaviour reflects the fact that some of the behaviours are a challenge to professionals, teachers, carers and parents. That means the person showing these behaviours is not a 'problem' to be fixed, or someone doing something 'wrong', but that the behaviour is a sign that something isn't working. It shows that there is some need being unfulfilled, or a problem with communication. In essence it is that there is something going wrong that needs to be addressed, not that there is a person doing something wrong who needs to be stopped. In other words, behaviour is challenging if it causes harm to the person or others, or if it stops them fulfilling some aspect of their lives, such as: * Someone cannot go to school because they show some aggressive behaviour. * Someone cannot go swimming because they tend to run off. It is the impact of these behaviours that makes them challenging. Challenging behaviour can be: * Self-injurious: Head-banging, scratching, pulling, eye poking, picking, grinding teeth, eating things that aren't food. * Aggressive: Biting and scratching, hitting, pinching, grabbing, hair pulling, throwing objects, verbal abuse, screaming, spitting. * Stereotyped: Repetitive movements, rocking, repetitive speech and repetitive manipulation of objects. * Non-person directed: Damage to property, hyperactivity, stealing, inappropriate sexualised behaviour, destruction of clothing, incontinence, lack of awareness of danger, withdrawal.
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