| Editor and Contributors | p. ix |
| Series Editors' Preface | p. xi |
| Acknowledgements | p. xii |
| Introduction | p. xiii |
| Defining key concepts: Aggression, ambivalence and resistance | p. 1 |
| What do the terms anger, aggression, hostility and violence actually mean? | |
| Understanding aggression and resistance | p. 14 |
| Theories of aggression and resistance: A word of warning | |
| Theories of aggression related to human biology, instinct and evolution | |
| Theories of aggression related to how humans respond to stimuli and experience | |
| Theories of aggression related to how we think and learn | |
| Avoiding assault and defusing aggression | p. 35 |
| Awareness of danger of assault | |
| Avoiding harm | |
| Defusing escalating aggression | |
| Approaches to defusing aggression | |
| Legal and ethical aspects of self defence | |
| Systems for physically managing violence | |
| In the event of assault | |
| Coping after an assault | |
| Working in situations of domestic violence | p. 51 |
| Defining and measuring domestic violence | |
| Understanding and responding to domestic violence | |
| Risk issues | |
| The student's role | |
| 'I don't want your help': Ambivalence and resistance in adult protection | p. 66 |
| A problem of definition | |
| Welfare versus wishes | |
| Reasons for victim resistance | |
| Reasons for carer and perpetrator resistance | |
| Good practice in dealing with ambivalence and resistance | |
| Inter-agency partnership | |
| Working with perpetrators | |
| Assessing the risk to children despite parental resistance | p. 79 |
| Child protection in context | |
| Can parents refuse to co operate; what about legal powers? | |
| Assessing risks to children and uncooperative parents | |
| Reasons for parental resistance | |
| Ask the right questions, but get the wrong answers | |
| Future challenges in assessing risk to children despite parental resistance | |
| What does research tell us to assist good practice? | |
| Working with irrationality and dangerousness in mental health | p. 94 |
| Personality characteristics | |
| Psychiatric diagnosis | |
| Dangerousness | |
| Irrationality | |
| Assessment of risk | |
| Inquiries | |
| The skills of working with people with severe mental illness | |
| Helping family carers | |
| Coping, challenge and conflict in groups | p. 102 |
| Reconceptualising conflict | |
| Process in groupwork | |
| Models of group process | |
| Conflict arising from the group itself and its members | |
| Responding to individual and whole group situations | |
| Consultancy | |
| Managing conflict in maintaining standards in social care service provision | p. 114 |
| What are quality standards? | |
| Why are quality standards important? | |
| Multiple service user systems | |
| Mental capacity | |
| Effective communication | |
| Understanding and managing resistance | |
| Stages involved in dealing with an allegation or suspicion of abuse | |
| Conclusion | p. 131 |
| Appendix: Subject Benchmark for Social Work | p. 135 |
| Glossary | p. 139 |
| References | p. 141 |
| Index | p. 151 |
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