Voice is the production of a vibrating tone through the vibration of the vocal folds under pulmonary airflow. The glottis is the space between the vocal folds. Phonation is produced through the myoelastic aerodynamic theory, which takes into account the actions of muscles, tissue elasticity, and aerodynamic (airflow) principles. Fundamental frequency is the frequency of vibration of a talker’s vocal folds (as distinguished from other frequencies in speech). An individual’s “normal” fundamental frequency is called their modal frequency. Voice onset time (VOT) is the time (duration) between the release of a plosive and the start (onset) of voicing in the following segment. The vocal folds are complex anatomical structures involving superficial and deep layers; this structure influences the nature of vocal fold vibration and the mucosal wave. In order to explain and illustrate the complex vibration, the two-mass model and the cover--body model are used. Whisper and nasality are phenomena that are counted under the heading "voice" by some authors.

A key aspect of academic phonetics is transcription. Transcription involves writing speech in a special alphabet called the International Phonetic Alphabet (IPA) that permits writing the sounds of speech with great precision. The modern IPA is the result of historical development, and it incorporates a number of principles that contribute to ease of use: based on the latin (roman) alphabet; extending letters by modification of latin letters; use of other known letters; use of diacritics (accents); and others. Transcription may lean toward being broad or phonological, ortoward being narrow or strictly phonetic. The IPA makes typographic distinctions that we do not make in nonphonetic writing. Glyphs are specific letter shapes, and the IPA may distinguish glyphs that are not distinguished in ordinary writing.

The title of this chapter on ‘The English Justinian (c. 1272–1307)’ refers to the nickname given to Edward I who was likened to the Roman Emperor Justinian I who codified Roman law on the basis that Edward’s reign saw a significant increase in the number and importance of statutes. It falls into three sections. The first will discuss the main statutes of Edward I, focusing on the Statute of Westminster 1275, the Statute of Wales 1284 and the Statute of Westminster II 1285. The second part will examine statutes that had a particular effect upon feudalism: the Statute of Mortmain 1279 and Quia Emptores 1290 (also known as the Statute of Westminster III). The third and final section will explore a development in the common law that began before this time but blossomed in this period: the origins of what is now known as the law of obligations or the law of contract and tort (examining the writs of covenant and trespass). This underlines that, although the English Justinian is known for the growth of statute law, the era also saw the continued development of the common law.

The way that professionals perceive of, and engage with individuals and families is critical. It establishes the context for trusting relationships to develop and opportunities for positive change to occur. In this chapter, we consider the ingredients of helpful and responsive practice with individuals and families experiencing vulnerabilities. In so doing, we privilege knowledge gained from the perspective of lived experience experts. Essentially, our work together is concerned with redressing the imbalance in our current systems of education and academia that privilege the voices of professionals and academics. Our approach includes sharing stories about our multiple and complex experiences as clients and/or practitioners to illuminate key foundational concepts. It is our belief that building the necessary knowledge base, skill set, and ethical stance required to become a helpful professional, pivots on understanding the lived experiences of people who access services at vulnerable times in their lives. This chapter continues our collective aspiration to continue producing knowledge for practice that privileges voices that are often marginalised.

Kinship care is the fastest growing type of out-of-home care and is the preferred placement option for children who are unable to live with their parents. Kinship carers, particularly grandparents, may experience more vulnerability than foster carers and be exposed to specific stressors related to being kinship carers. This chapter will explore the challenges, needs and resources for kinship carers and the children in their care. Kinship care is among the fastest growing forms of formal and informal out-of-home care in Australia and is the preferred option for formal out-of-home care in Australia. Kinship care is defined as ‘family-based care within the child’s extended family or with close friends of the family known to the child, whether formal or informal in nature’ (United Nations General Assembly, 2010). There is common agreement that formal kinship care occurs in the instance where children have been placed with kin following some form of statutory (e.g., child protection services) intervention or court-ordered placement.

People who experience their sexual orientation as different from heterosexual (or straight) and/or their gender identity as different from cisgender (i.e. matching their biological assigned sex), and their families, continue to face significant challenges in many societies. Rainbow people and families are likely to need various forms of assistance from social and health services, for issues including those discussed in this chapter. Different terms have been used to identify this population. Over several years the abbreviation LGB (lesbian, gay and bisexual) has been successively expanded to LGBTQIA+ (lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, plus), as more diverse groups have demanded recognition. Nevertheless, even recent literature utilises various combinations of these initials. Moreover, it seems that rainbow people are increasingly using non-traditional and diverse ways of describing their gender and sexual identities. The rainbow has been recognised as a symbol of LGBTQIA+ pride for decades, and can represent support and safety for sexual and gender diverse young people.

Irrespective of where you end up working in the field of human services, most of the people you work with will be living in relative poverty and experiencing a combination of problems that create a vicious cycle of disadvantage for children and families. In this chapter, we draw upon social work as a case study of a profession working to prevent and address poverty, while actively engaging with, and supporting, affected individuals, families, and communities. An understanding of the complexity and inter-relatedness of issues associated with living in poverty is vital to ensure, at a minimum, that practitioners do no (further) harm and do not perpetuate or replicate dominant or oppressive notions of the deserving and undeserving poor, or individual versus structural explanations of poverty. Social workers and human service professionals therefore need to develop their capacities in relation to poverty-aware practice and the multiple actions that are required to address this complex issue.

Outcomes for children living in families with parental substance misuse and mental health issues can include poor school outcomes, early substance use, early involvement with the justice system and mental health problems. This chapter will discuss how families require acknowledgement and support for these and related problems such as ongoing stressors, including parenting difficulties, financial adversity and limited social connectedness. We know that outcomes for children raised in families with parental substance misuse or mental illness can be poor, with compromised outcomes from early infancy to adulthood well documented. These include impaired cognitive development and educational attainment, adolescent substance misuse and antisocial behavior, and mental health issues (Kuppens et al., 2020). In order to improve outcomes for children, families need to be provided with a therapeutic support plan that takes into a consideration the interplay between substance misuse and mental illness and other risk factors, such as intergenerational trauma, domestic violence, and socioeconomic disadvantage.

The third edition of this book continues to focus on practice with families experiencing vulnerabilities in order to promote wellbeing and prevent violence abuse and neglect. Since the publication of the last edition of this book, global events have highlighted our collective vulnerabilities. Indeed, the word ‘unprecedented’ seems to be the word of our times - being used to describe the COVID19 global pandemic, catastrophic bushfires, floods and other disasters, mass migrations of people fleeing conflict zones and uninhabitable lands, and the global financial crisis. These events have not only increased our collective vulnerability, they have also shone a light on the disproportionate burden carried by some families and children, frequently due to structural and social inequality, and other vulnerabilities. Society’s soul and its commitment to creating a just and equitable society where children and their families can thrive has been laid bare. Global social justice movements have also gained momentum – exemplifying part of humanity’s eternal stance towards resisting oppression and inequality.

Supporting families during disaster recovery will be a growing focus for practitioners as the impacts of anthropogenic climate change intensify in Australia and Aotearoa New Zealand. This chapter outlines the key considerations in working with communities affected by disasters, and highlights best practice examples for building connectedness and psychological resilience. The effects of anthropogenic climate change (i.e., changes caused or influenced by people, either directly or indirectly) are widespread and rapidly intensifying. A lack of political and corporate action in addressing increasing greenhouse gases, land degradation and loss of biodiversity has exacerbated conditions for disasters and pandemics. Within Australia, changing climate conditions have resulted in longer and more severe bushfire seasons, shifting patterns and intensity of tropical cyclones, increased flooding, and periods of drought. This chapter will focus on the individual and community impacts of geological (e.g. earthquakes, landslides, and volcanoes) and climatic disasters (e.g. cylcones, bushfires, and drought), and the ways that practitioners can work with families to support their recovery.

Attachment theory is relevant in decision-making in out-of-home care as children’s early life experiences and relationships affect their wellbeing, sense of security, and future relationships (Bowlby, 1969). This chapter describes the development of attachment theory and key concepts, cultural considerations, use of attachment theory in child protection practice and practice examples of how attachment theory may be misunderstood and misapplied in out-of-home care. Attachment is a theory of how humans develop the capacity to form and maintain emotional relationships, and how these relationships influence our development and sense of self and others. In early life, attachment figures are typically parents, but over the course of development attachments can also form in other significant relationships. Children learn to regulate their emotions and behaviour through the attachment relationship. An attachment figure provides a ‘secure base’ and ‘safe haven’ from which to explore. In response to patterns of interaction, the child forms an attachment type, which is an adaptation to caregiver behaviour.

Staff genuinely seeking to improve their cultural competency can make a lasting positive impact on intergenerational migrant and refugee families seeking or coming into contact with their services. Collectivism, intensified patriarchy, white privilege, and neoliberalism are all critical lenses for understanding how to work well with them as they parent in a new land. These issues are discussed by drawing on the authors’ lived experiences and recent research. Australia and New Zealand (Aotearoa) are multicultural societies. In Australia approximately 21% of people speak a non-English language at home and in New Zealand 25.9% have an ethnicity that is not European or Māori (Stats NZ, 2019). Naming this group is challenging. In Australia, for example, ‘culturally and linguistically diverse’ (CALD) superseded ‘non-English speaking background (NESB) as the official term used in social policy in 1996 because it was seen as better for drawing attention to culture and not just language, and for not homogenising the people and generations it intends to encompass.

Social workers and other professionals often become involved in the lives of families due to concerns about the safety and wellbeing of children. Interventions that address such concerns by harnessing the protective and nurturing capacity of parents, and other carers, are a vital focus for work with families. However, children are rights-bearing citizens deserving of services and supports in their own right. This chapter therefore argues for a rights-based, relational approach to practice that is inclusive of children. The chapter draws on the United Nations Convention on the Rights of the Child (UNCRC) as a framework for supporting children as rights-bearing citizens with their own agency and decision-making capacity, and argues for relationship-based practice with children and families. The chapter explores how the guiding principles of the UNCRC can inform practice at the level of the individual child, the family, and the community, to increase engagement with, and to improve outcomes for, children. The UNCRC defines a child as any person from birth up to 18 years of age.