Opinion
9April 2009 | Volume 12 | Number 3LEARNING DISABILITY PRACTICE
Winning the
Publications Game
Author: Tim Albert
Publisher: Radcliffe
Year: 2009
Price: �21.99
Pages: 128
ISBN: 9781846192470
ALTHoUgH THIS book is aimed at medical
staff its central message � how to have a
piece of work published � is also relevant
for nurses. It is written in an understandable
style and takes a step by step approach to the
processes involved in publication. In setting
out important factors such as identifying
which journal to publish in, the topicality of
the work and the art of writing an effective
covering letter, it addresses issues that other
books on academic and professional writing
do not take into account. There are also useful
sections about time management, motivation
and coping with rejection by a publisher. I am
sure that some academics may consider the
work flippant in parts, but I think its emphasis
on the practical as well as academic aspects
of publication are invaluable, particularly for
the first time author.
The author cites other useful publications
and points out websites to support the
potential author. Also helpful are the text
boxes in each chapter which summarise the
most salient points in each section and can be
used as a quick reference later.
overall the book manages to demystify the
publication process. It should inspire readers
to consider submitting their article and tells
them the most appropriate and effective way
to go about this.
For those students undertaking first or
post-graduate degree programmes who should
be considering submitting their coursework for
publication, this book would be an invaluable
starting point. Such students might consider
investing in their own copy. I will certainly be
making my students aware of this book. In
fact, I am considering adding it to the reading
lists of modules for which I am responsible.
Jim Bethel, senior lecturer and nurse
practitioner, University of Wolverhampton
Reviews
Promoting Social
Interaction for
Individuals with
Communicative
Impairments
Editor: M Suzanne Zeedyk
Publisher: Jessica Kingsley
�16.99/184pp
ISBN: 9781843105398
THIS book brings together experienced
researchers and practitioners who work with
individuals with a range of communication
problems: from deafblind children to adults
with dementia. The book begins by outlining
the innate abilities of babies and young
children to communicate through imitation,
movement and touch, and how we might use
these principles in our work with those with
impaired communication. This is followed by
a chapter examining the role of music and
rhythm in social interaction.
Section two of the book focuses on
individuals with differing communication
needs and impairments, including one chapter
on people with profound learning disabilities
and another relating to people with autistic
spectrum disorder. The use of Intensive
Interaction as a communication tool is outlined
in many of these chapters and in section three
of the book this, along with video interaction
guidance and sensory integration, is looked at
in more detail as forms of intervention.
The book is well written and is nicely
illustrated by case examples. It was written
with the explicit aim of bringing together
apparently disparate communication
impairments, and showing underlying
similarities and ways that theoretical advances
and the development of interventions in one
area, can have relevance for others. Much of
the content will be familiar to those working in
learning disability services, however the book
is likely to be of particular interest to those
who work with people with profound learning
disabilities or autistic spectrum disorder who
are unfamiliar with Intensive Interaction or
Sensory Integration.
Karen McKenzie, senior lecturer in clinical
psychology/consultant clinical psychologist,
University of Edinburgh
Profound Intellectual
and Multiple
Disabilities: Nursing
Complex Needs
Editors: Pawlyn J, Carnaby S
Publisher: Wiley-Blackwell
�27.99
Pages: 376
ISBN: 9781405151702
THIS IS a timely publication. It has been
noted by government that the growing
population of people with profound
intellectual and multiple disabilities (PIMD)
are not necessarily having their needs met
by contemporary policy, and the editors have
clearly targeted this book in an attempt to
rectify this. Indeed, they note with some
justifiable solemnity that the current `ordinary
living' paradigm is not always appropriate for
people who are unlikely to achieve more than
a modicum of independence, and for whom
`planned dependence' is a better suited ethos
� nevertheless, the social model of disability
is espoused throughout. This is challenging
material, and exemplifies the pragmatic tone
of a book that is crammed with both practical
information and stimulating theory.
Chapters have been contributed by
practitioners from fields including respiratory
problems to mental health difficulties, and
tend to vary in their readability. While
some are heavily academic and include
a large amount of medical jargon, others
read awkwardly and appear to have been
the victims of hasty editing. The majority,
however, are lucid, and all are well informed.
The final chapter continues the challenging
tone with the identification of PIMD as
`invisible', not just to society but to some
services and professionals as well. In an
inspiring piece of writing, the editors suggest
that a continuous cycle of assessment �
`assessment as intervention' � can facilitate
a detailed knowledge of the individual and
therefore a holistic response to their needs.
This book is essential reading for learning
disability nurses at any level.
Catherine Bernal, senior lecturer in
learning disability, Canterbury
Christ Church University

Page 1Page 2Page 3Page 4Page 5Page 6Page 7Page 8Page 9Page 10Page 11Page 12Page 13Page 14Page 15Page 16Page 17Page 18Page 19Page 20Page 21Page 22Page 23Page 24Page 25Page 26Page 27Page 28Page 29Page 30Page 31Page 32Page 33Page 34Page 35Page 36Page 37Page 38Page 39Page 40Page 41Page 42Page 43Page 44 Produced by PageSuite