Effective Learning After Acquired Brain Injury
| DOI | https://doi.org/10.1108/JFP-03-2016-0015 |
| Pages | 311-312 |
| Published date | 14 November 2016 |
| Date | 14 November 2016 |
| Author | Martin Fisher |
| Subject Matter | Health & social care,Criminology & forensic psychology,Forensic practice,Sociology,Sociology of crime & law,Law enforcement/correctional,Public policy & environmental management,Policing,Criminal justice |
Effective Learning
After Acquired
Brain Injury
Lowings G. and Wicks B.
Psychology Press and Routledge
Oxford
2016
161pp.
£19.99Paperback
Review DOI
10.1108/JFP-03-2016-0015
This is a brief and e xcellent volume,
which seeks to offer both insight and
practical advice to practitioners working
in the Criminal Jus tice Field. The rol e of
Acquired Brain Injur y (ABI) in the
criminal justice field is an area that is
currently attracting a great deal of
attention and this is r eflected in the
forewords by Lord David Ramsbotham
and by Peter McCab e, Chief Executiv e
of Headway, a charity supporting
people with ABI.
The role that ABI might play in the
understanding and explaining the
behaviour and thinking of offenders has
been explored by various authors and in
various contexts, and the use of
neuropsychological testing to seek to
establish common patterns of or
prevalence of ABI will be familiar territory
for many practitioners in the field.
This volume though s eeks to explore
and focus upon ways in w hich more
widely, educational and other programs
ofassistancemightbebestadaptedto
suit the needs of and be responsive to
people with ABI. By definition this
includes people with ABI in a forensic
context whose responsivity needs are
thesameaspeopleinthegeneral
community. The approaches
advocated will transfer simply to a
custodial or other secure setting and
provide for realistic ways that offenders
with ABI can be included in accessing
educational development effectively.
As such it is a valuable asset to any
practitioner loo king to get a better
understanding of how to work most
effectively with what can be a
challenging client group.
The volume is presented in four parts,
which build to provide a clear and
concise picture of what is a vast field of
knowledge and practice.
Part 1 provides a concise yet thorough
description of brain function and how
issues might arise in terms of
functioning, fro m a structural
standpoint. For anyone not familiar with
brain anatomy this is in in itself an
excellent short course, and for
others a timely aide me moire for
non-neuropsychologists.
Part 2 describes the outcomes and
consequences of ABI and the various
forms in which we might see ABI
manifested. In particular physical,
sensory, perceptual and mood deficits
are described, before moving on to
consider attention deficits, memory
deficits, executive function deficits and
finally information processing and
communication deficits.
Part 3 offers evidence and assessment
based approaches for the management
of neuropsychological difficulties.
It is in this section that the volume really
comes live, providing real world
approaches and options for
practitioners that, as noted might be
applied in therapeutic, treatment and
educational contexts equally.
Part 4 provides a series of
appendices, whic h when considered
alongside the web-b ased resources
accessible through the book, enable
a bespoke, or more general approach
to meeting need responsively to
be planned.
The use of case studies and the
general approach to the writing
adopted by the authors make this an
easily accessible volume that
any practitioner regularly, or less
frequently, working with ABI
sufferers in an educational or
learning context is likely to benefit
from reading.
VOL. 18 NO. 4 2016, pp. 311-312, © Emerald Group Publishing Limited, ISSN 2050-8794
j
JOURNAL OF FORENSIC PRACTICE
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PAG E 311
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