Book Reviews
Send 4 copies and a CD saved in Microsoft Word,
AppleWorks, or Text Only format to:
The National Institute for Trauma and Loss in Children
Book Review Editor
900 Cook Road, Grosse Pointe Woods, MI 48236.
In lieu of a diskette, submissions may be sent electronically
to
steele@tlcinstitute.org
Length of review: 4-6 pages, maximum,
double spaced, APA style.
A Note to Reviewers: Trauma and Loss: Research
and Interventions attempts to review all major books related
to trauma and loss with a focus on children, and to review
them as thoroughly as
possible. You can help by observing the assigned deadlines
and page limitations and by following the proper rules of style.
Length: 1000 words. Only by strictly limiting
the length of reviews can the Journal review all significant
books in the field. Reviews
that need substantial editing will be returned to reviewers
for revisions.
Solicited Book Reviews: The Book Review
Editor and the Editor select reviewers who are known for
their expertise
on the topic.
For example, an expert on bereavement in children will
be invited to review books on that topic.
Unsolicited Book Reviews: We welcome unsolicited
book reviews from reviewers who have an expertise in
this field. In addition,
persons not professionally involved in trauma and loss
in children might want to review books that would be
of interest
to those
who are working in the field. Please enclose a copy of
your resume with the unsolicited book review. Send all
unsolicited
reviews
to Book Review Editor, at the above address. Enclose
4 copies of the review as well as a Word, AppleWorks or Text
Only file.
BRIEF STYLE SHEET
Book reviews: Reviewers are asked to keep in mind the purposes
of Trauma and Loss: Research and Interventions when
preparing their reviews. Please give our readers an appreciation
of the
coverage, content, and conclusions of the book being reviewed,
and discuss its methodology and purpose and its intended audience.
Any inadequacy of the book should be discussed within the context
of the book’s intent.
Review Essay: A review essay is an opportunity
to discuss a general subject from a macroscopic viewpoint.
The book or books being
reviewed are the means by which the discussion is focused.
However, a review essay need not always discuss the books under
review
in any kind of detail. The first two or three paragraphs set
the stage; they provide the context in which the book fits.
As the more detailed discussion concerning the book specifically
proceeds, the larger perspective continues to inform and set
the tone for the essay. In the end, the essay draws conclusions
about the book, and about the subject that complement and inform
each other.
For example, the book(s) may be about trauma in children but
the subject of the review essay might be a discussion of the
untreated effects of trauma on families and society.
-
Book reviews should be 4-6 pages long
and review essays no more than 10 pages (typed, double spaced).
-
Use a good grade of bond which has not
been treated to make erasing easy. Also do not use legal size
paper.
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Use a one inch (1”) margin on
all sides.
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Double space everything, including quotes,
footnotes, tables and references.
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Use the Publication Manual of the American
Psychological Association (5th Edition) as a style guide for
writing.
-
Heading of review
Please use the following form (double spaced) at the head of
your review or review essay:
The Forgotten Mourners: Guidelines
for working with bereaved children, second edition, by
Susan C. Smith. London: Jessica Kingsley, 1999.102 pp., paper.
ISBN1 85302 758 8 pb.
Reviewed by Holly Feen-Calligan, Ph.D., A.T.R.-BC, Detroit,
Michigan.
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Names: Mention of names in the text
and references:
a. If a name appears only in the text, it should be
cited in full at first mention, and by last name thereafter,
except for the author of the book under review, who should be
mentioned by last name only.
b. No titles should be used (i.e. Professor, Doctor, Sir, Mrs.,)
c. Identifying information, such as where an author teaches
or what conference he or she organized is not necessary. When
a phrase must be used, place the name first and the descriptive
phrase second (i.e. Margaret Sands, the art therapist at Sandcastles,
was…)
-
Quotations: Direct quotes must be accurate.
When quoting from the book under review, however briefly, please
provide the page numbers at the end of the sentence in which
the quotation appears. For example:
“ it is still sometimes
difficult for adults to imagine that children can experience
the range and intensity of emotions that adults feel at times
of loss” (p.9).
Quotations of more than 40 words should be presented in a free–standing
block of typewritten, double-spaced lines. Omit the quotation
marks. Indent the first line five spaces from the new margin.
-
Citations
a. When the work of another author is mentioned, please
provide a citation and omit the first name in the test. For
example:
Well known developmental theorists (Bowlby,
1969; Erikson, 1965) discuss loss in children…
b. An exception occurs when the work itself is mentioned in
the text. Then please use the author’s full name and include
the date of publication. For example:
The discussion of drawings typical
of children experiencing trauma and loss could have made better
use of Viktor Lowenfeld’s description of developmental
stages articulated in Creative and Mental Growth (1947).
c. When quoting from a source other than the book under review,
provide the author’s name, date of publication and page
reference. For example:
Rubin (1984) states that “the
art process has its own internal rhythm and essence” (p.
193).
- Review section
Please place all references at the end of the review, double-spaced.
Books: Please provide the author’s name
(last name and first initial), date of publication, complete title
(including subtitle), city in which the book was published and
publisher.
Articles: Please provide the author’s full
name (last name and first initial), date of publication, complete
title of the article, title of the periodical, volume number,
issue number and page numbers. Examples of reference section form:
Books:
Smith, S. (1999). The forgotten mourners: Guidelines for working
with bereaved children (2nd ed.). Philadelphia: Jessica Kingsley.
Articles:
Terr, L. (1991). Childhood traumas: An outline and overview. American
Journal of Psychiatry, 148 (1), 10-19.
Thank you for your attention to these guidelines. 1/06
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