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Book Details
Abstract
Anne's sister Becky was born in 1958, long before most people had even heard of autism. Diagnosed with "emotional disturbance," Becky was subjected for much of her childhood to well-meaning but futile efforts at "rehabilitation" or "cure," as well as prolonged spells in institutions away from her family.
Painting a vivid picture of growing up in small-town America during the Sixties, Anne describes her sister's and her own painful childhood experiences with compassion and honesty. Struggling with the separation from her sister and the emotional and financial hardships the family experienced as a result of Becky's condition, Anne nevertheless found that her sister had something that "normal" people were unable to offer. Today she is accepting of her sister's autism and the impact, both painful and positive, it has had on both their lives.
This bittersweet memoir will resonate with families affected by autism and other developmental disorders and will appeal to everyone interested in the condition.
Anne Clinard Barnhill lives in North Carolina. She has a Master of Fine Arts in Creative Writing and has published hundreds of features and reviews, and several short stories in a variety of newspapers and magazines.
This is a gripping book about a family's survival to get their daughter disgnosed. When they finally receive a disgnosis they are told it is autism. It takes you through the journey from when Becky was a baby until she was in her forties. It covers all the challenges the family encounter just to survive and some of the rewards they receive for being persistent. Readers will be won over by the herat-warming story of this family, who have usually encountered some of the same roadblocks as other families coping with autism.
GAP
The journey from early childhood through puberty and into adulthood is movingly documanted in a frank and critical way...This book shows how autism can have an impact on siblings and their efforts to reconcile their own developmental needs with the challengeing demands of a sister with autism.
Debate
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| ACKNOWLEDGEMENTS | |||
| ABBREVIATIOANNSD ADDRESSES | |||
| Foreword | |||
| ROBERT CHAMBERS | |||
| 1 General Introduction | |||
| PART 1: Thematic and sectoral studies | |||
| 2 Introduction | |||
| 3 Using PRA for Agricultural Policy Analysis in Nepal: | |||
| the Tarai Research Network Foodgrain Study | |||
| GERARD GILL | |||
| The Tarai Research Network (TRN) | |||
| Why use PRA methods? | |||
| Summary results | |||
| Farmers' views on productivity trends | |||
| Conclusions | |||
| 4 Coping with Cost Recovery in Zambia: a sectoral policy | |||
| study | |||
| DAVID BOOTH | |||
| Background | |||
| The experience | |||
| Some lessons | |||
| 5 Designing the Future Together: PRA and education | |||
| policy in The Gambia | |||
| EILEEN KANE, LAWRENCE BRUCE and MARY OREILLY DE BRUN | |||
| The problem | |||
| Challenges | |||
| Background and sequence of events | |||
| Findings, learnings, insights | |||
| What triggered the changes in education policy? | |||
| Designing the future together | |||
| 6 Can Policy-focused Research be Participatory? Research | |||
| on violence and poverty in Jamaica using PRA methods | |||
| CAROLINE MOSER and JEREMY HOLLAND | |||
| Context and definitions | |||
| Who defines the objectives of the study? | |||
| Is the product more important than the process? | |||
| Who provides the framework for analysis? | |||
| What dissemination procedures best ensure that all voices | |||
| are heard? | |||
| Conclusion | |||
| 7 Village Voices Challenging Wetland-management | |||
| Policies: PRA experiences from Pakistan and India | |||
| BIKSHAM GUJJA, MICHEL PIMBERT and MEERA SHAH | |||
| The context | |||
| New insights experienced by outsiders | |||
| Policy implications | |||
| Changes in policy and action | |||
| Costs and benefits | |||
| Learning from the process | |||
| 8 The Use of RRA to Inform Policy: tenure issues in | |||
| Madagascar and Guinea | |||
| KAREN SCHOONMAKER FREUDENBERGER | |||
| Background | |||
| How RRA was used | |||
| A key difference: composition of the research teams | |||
| Reasons to use RRA to inform policy discussions | |||
| Reasons to include policymakers as members of the RRA | |||
| research team | |||
| Problems that arise in using RRA to inform policy dialogues | |||
| 9 Scottish Forestry Policy 'U-turn': was PRA in Laggan | |||
| behind it? | |||
| ANDY INGLIS and SUSAN GUY | |||
| Overview | |||
| PRA in Laggan | |||
| PRA and policy change: a return to Laggan | |||
| Conclusion: what did we learn? | |||
| 10 IDS Workshop: reflections on thematic and sectoral | |||
| studies | |||
| What influence have thematic and sectoral studies had? | |||
| How can the thematic approach be improved? | |||
| PART 2: Participatory poverty assessments | |||
| 11 Introduction | |||
| 12 'The One Who Rides The Donkey Does Not Know The | |||
| Ground Is Hot': CEDEP's involvement in the Ghana PPA | |||
| TONY DOGBE | |||
| Rich man, poor man | |||
| The PPA studies in Ghana | |||
| South-South skills share and networking | |||
| Handing over the stick | |||
| The RRA-PRA spectrum | |||
| Face-to-face interaction | |||
| Presenting the findings of PRA-style studies | |||
| Policy influence | |||
| Conclusion | |||
| 13 The Impact of PRA Approaches and Methods on Policy | |||
| and Practice: the Zambia PPA | |||
| JOHN MILIMO, ANDREW NORTON and DANIEL OWEN | |||
| Rationale and objectives | |||
| The role of the Participatory Assessment Group (PAG) | |||
| Methodology | |||
| Policy impact | |||
| Issues of training and methodology | |||
| Emerging strengths of the Zambia PPA process | |||
| Emerging lessons from the Zambia PPA process | |||
| Conclusion | |||
| 14 Whose PPA is this? Lessons learned from the | |||
| Mozambique PPA | |||
| DANIEL OWEN | |||
| Introduction | |||
| Objectives and planning | |||
| Trade-offs in the PPA process: ownership vs. quality | |||
| Trade-offs in policy outcomes: rapid information feedback | |||
| vs. policy-level acceptability | |||
| 'Whose PPA is this?' | |||
| 15 Kicking Down Doors and Lighting Fires: the South | |||
| African PPA | |||
| HEIDI A'ITWOOD and JULIAN MAY | |||
| A means to an end | |||
| Designing the South Africa PPA process | |||
| From research results to policy recommendations | |||
| Strengths and weaknesses | |||
| 16 PPAs: a review of the World Bank's experience | |||
| CAROLINE ROBB | |||
| Introduction | |||
| Community-level issues | |||
| Country-level issues | |||
| World Bank issues | |||
| PPAs and country policy | |||
| PPAs and World Bank policy | |||
| Objectives | |||
| 17 Some Reflections on the PPA Process and Lessons | |||
| Learned | |||
| ANDREW NORTON | |||
| What influence have PPAs had? | |||
| How can the PPA process be improved? | |||
| PART 3: Whose voice? Reflections fkom the IDS workshop | |||
| 18 Introduction | |||
| 19 How Are Local Voices Heard by Policymakers? | |||
| IDS WORKSHOP | |||
| Bridging discourses: participatory intermediary structures | |||
| and the role of the researcher | |||
| Merging discourses: bringing policymakers and local people | |||
| together | |||
| 20 Getting Policymakers to Move the Bricks Around: | |||
| advocacy and participatory-irrigation management | |||
| in India | |||
| JAMES BLACKBURN | |||
| Inspiration from the Philippines | |||
| Working groups | |||
| Process Documentation Research (PDR) | |||
| A call for NGOs to learn | |||
| 21 Challenges in Influencing Public Policy: an NGO | |||
| perspective | |||
| ANIL C. SHAH | |||
| 22 Towards Community-sensitive Policy: influencing the | |||
| Uganda National Health Plan | |||
| BEN OSUGA | |||
| Approaches and methods used | |||
| Main results | |||
| Key challenges | |||
| 23 The Research Process: sustaining quality and maximizing | |||
| impact | |||
| IDS WORKSHOP | |||
| Approaches and methods | |||
| Training for participatory policy-focused research | |||
| 24 Analysing Participatory Research for Policy Change | |||
| ANDREW NORTON | |||
| From extractive research to participatory development | |||
| practice | |||
| Preparing for the research | |||
| Analysis and reporting in the field | |||
| Policy analysis with participatory research findings | |||
| Social analysis using PRA material | |||
| Notes on poverty analysis using PLAIPRA methods | |||
| Dangerous assumptions! | |||
| Opening doors - new actors in policy research | |||
| 25 Participation, Policy Change and Empowerment | |||
| IDS WORKSHOP | |||
| Whose empowerment does what? | |||
| Empowerment and local-level conflict | |||
| Participatory process or policy product? | |||
| Promoting PRA best practice in policy-focused | |||
| research | |||
| Afterword | |||
| ROBERT CHAMBERS | |||
| Making a difference | |||
| The future | |||
| Annexe 1: World Bank PPA methodology | |||
| Annexe 2: worldbank PPA impact analysis | |||
| Annexe 3: Key findings and policy recommendations from | |||
| the South African PPA | |||
| Notes | |||
| References and sources | |||
| Index |