Therapeutic approaches in work with traumatized children and young people theory and practice
Therapeutic Approaches in Work with Traumatized Children and Young People provides a clear and comprehensive link between theory and practice. The author shows how practice in residential child care, fostering and other areas of work with children can be developed in a way that is thoughtful and und...
| Autor principal: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
London ; Philadelphia :
Jessica Kingsley Publishers
2004.
|
| Edición: | 1st American pbk. ed |
| Colección: | Community, culture, and change ;
14. |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009798226506719 |
Tabla de Contenidos:
- Cover
- Therapeutic Approaches in Work with Traumatized Children and Young People: Theory and Practice
- Contents
- Foreword
- Acknowledgements
- Introduction
- Emotional unintegration and integration
- Emotional containment
- 1. The Cotswold Community
- The therapeutic resource role
- The therapeutic resource meeting
- 2. Primary Provision - Theory and Practice
- Adaptation to need (the provision of 'special things')
- Working with omnipotent behavior
- Emotional preoccupation and the provision we make for children
- Transitional objects and the use of teddy bears
- The therapeutic task with emotionally unintegrated children
- The role of focal-carer and back-up carer
- The importance of food in a therapeutic setting
- Mealtimes
- Food and children's physical weight
- The provision of food and drink for children and adults
- Children's visits during bedtime
- Providing opportunities for primary provision and matters related to privacyand safety
- 3. Therapeutic Task with Emotionally Integrated Children - Theory and Practice
- Working with fragilely integrated children
- Working with emotionally integrated and unintegrated children together
- Criteria for assessing whether a child is ready to move on
- Becoming emotionally integrated and moving on
- The move from a primary house and future contact with the child
- The referral process from a primary to secondary house
- 4. Therapeutic Education
- The interrelationship of education and therapy
- The importance of education in the treatment of traumatized children
- The child's experience of separation between care and education
- GCSEs and the relationship between a child's academic and emotional development
- Regression within the education setting
- House-school handovers
- The involvement of a child's carer with his time in school.
- Working with breakdown in the school
- Learning support
- School homework
- Education staff 's involvement with needs assessments
- Working on conflict between care and education staff
- 5. Play
- Opportunities for play in houses
- Play and activity with children
- Children playing games that have an element of danger
- The symbolic and reality-based use of toys in children's play
- The use of sensory experience rooms for children with learning difficulties
- 6. Therapeutic Communication - Individual and Group Meetings for Children
- The use of individual meetings in the treatment of emotionally deprived children
- The recording of children's individual meetings
- The use of dolls and other figures in children's meetings
- Talking groups
- The potential use of house group meetings
- How do adults work together in groupmeetings?
- Time boundaries and working through difficulties
- Working with children who find it extremely difficult to be in groups
- 7. Language
- The use of language
- Things we say to children that feel inappropriate
- The use of humor
- The use of shouting
- 8. Delinquent Excitement and Subculture
- Delinquency as a sign of hope
- Working with delinquent excitement and subculture in groups of children
- Working with excitement in the group about drugs
- How do we work with aspectsofyouth culturethat maybe offensive?
- Tarot cards and other types of fortune-telling
- 9. Authority, Consequences and Reparation
- Working with consequences
- Working through difficulties with children
- Authority
- Authority and containment in times of change
- The use of the word 'boundaries'
- 10. Gender Issues, Sexuality and Dress
- The gender balance in teams
- Dress and appearance in work
- Dress and sexuality
- Men wearing earrings at work.
- The provision of sex education for emotionally unintegrated children
- Children's sexuality and involvement with each other
- 11. Working with Absence and Break Periods
- Going away for break periods
- Work with children during break periods
- Support for children who are away for break periods
- Working with the impact of staff illness and absence
- Staff meetings and matters related to absence
- Staff attendance on external courses and the implications for treatment
- A child's carer leaving him something when she goes
- 12. Leavings, Endings and Beginnings
- Preparation for a child's planned leaving
- Marking a child's leaving from a house
- Special trip out provided for a child by an adult who is leaving
- The continuing contact with a child after he leaves a house
- Future contact with an adult who has left
- Working with a carer's leaving and the care of individual children during this change
- The transition between carers when a child's carer leaves
- The introduction of a new child to the house and school
- Change of leadership and possible impact
- 13. External Reality and Protection from Impingement (intolerable disruption and stimulation)
- Children using toys and magazines with violent and offensive images
- How do we manage things children bring back to the house?
- Working with news items with children
- The massacre at Dunblane (1996)
- The impact of external processes on treatment
- 14. Working with Violence and Aggression
- Understanding violence and aggression
- How do we respond to particularly violent attacks on staff by children?
- How do we take violence seriously?
- How do we understand a child who harms, injures or kills a living creature?
- Physical restraint - what we learn from training
- Gender issues in relation to the therapeutic management of violence and physical restraint.
- Physical restraint and physical holding
- Bullying
- 15. Working with Strong Feelings and Supervision
- The supervisor's task
- Supervision with a staff member who has been physically attacked by a child
- Work with children towards whom we have powerful angry feelings
- What is our approach to work with a child who we feel is stuck?
- Vulnerability in residential work with children
- 16. Management Structure and the Therapeutic Task
- Management, treatment and safety
- Contact between senior managers and houses
- Staff hours of work in relation to the therapeutic task
- The reduction of hours staff work and its impact on the therapeutic approach
- Do we have enough unplanned time at work?
- Preserving thinking space in difficult times
- 17. Special Events
- The giving and receiving of presents at Christmas
- Birthdays
- Group holidays
- 18. Other Questions, Other Possibilities
- Working with children's parents
- Bedwetting and soiling
- Children's clothing and appearance
- Children buying their own teddy bears
- Tickling and play fighting
- Peer group relationships for children
- The possible implications of lockable cupboards or boxes for children
- References
- Subject Index
- Author Index.
