CBT 2 Abstract Objective: Childhood psychic trauma affects several areas of the brain which in relation causes behavioral problems. Traumatized children who are victims of physical or sexual abuse, neglect or other traumatic event is generally evaluated and supervised by therapist who provides trauma focused treatment. I will be providing information on realistic strategies used for managing dysfunctional emotions and behavior problems which is broken down by the trauma focused evidence base treatment also referred to as (EBT) used for children who are highly distress. Methods: Cognitive therapy looks to help children defeat difficulties. Treatment planning includes a balance of both trauma and behavioral focal point, working on ongoing behavioral problems and behavioral crises, modify distorted thinking so that families could have the knowledge to transfer, and children can learn how to talk through their experiences.
In residential treatments, behavioral therapy could work well with play therapy because the children who stay in a treatment facility might have not of had a perfect childhood and these children might not know how to play. Cognitive behavioral therapy works because it can change the way an individual thinks. When an individual is suicidal, the individual thinks of ways to commit suicide and also thinks that he or she is not worthy of anything to anyone. The individual can feel that he or she would not even be noticed if he or she were gone. Cognitive
Other areas such as young offenders or ex convicts as well as survivors or victims or a traumatic experience can benefit from group therapy. Question 2 How would you arrange your therapy room to make it comfortable for child counselling? The first thing that should be taken in to consideration when counselling a child is to see that the child is made to feel as comfortable as possible. Unlike adults, children are not always aware of why they would be attending a counselling session and would not always know what to expect. This is why it important to make a child feel comfortable in their environment before they can feel comfortable opening up to their counsellor.
Your therapist helps you identify negative thoughts and evaluate how realistic these thoughts are. Then, he or she teaches you to “unlearn” negative thought patterns and “learn” new, helpful ones. CBT is a problem-solving approach. You cannot control other people or situations, but you can control the way you perceive and react. CBT teaches you the skills to change your thinking and manage your reactions to stressful people and situations.
Since thoughts play a role in behavior, Christopher’s mother’s feelings of inadequacy could come from depression. In the story, Christopher equates his mother’s depression medication to helping to “stop her from feeling sad “(Haddon, 2003, p. 216). With cognitive behavioral therapy, Judy could learn to change how she deals with her son’s behavior by learning to identify and change her thought patterns. Using this type of therapy would help her reflect on her behavior and allow her to see that using the strategies provided by cognitive behavioral therapy, can help her to cope with her son’s disability in a positive, healthy, manner. Person Centered therapy provides a supportive, non-judgmental environment that places clients in control of their therapeutic process while the therapist offers positive unconditional support throughout their therapy.
If a parent feels like they will not be able to stop when spanking and it would lead to beating then they should use one of the other forms of discipline. A little spanking does not hurt, but a beating can lead to death or scars for life. There are many different choices for discipline. A little smack on the hand when they are younger, adds something to their little brains when they get ready to do something, it will make them think twice. A little spank on the bottom does not hurt either.
Being a victim of bullying is a very difficult and painful experience and while a child is in attendance at school they should be clear from harm and danger. The imbalance of power associated with bullying obtains the components of physical, verbal or psychological violent behavior (Pranjić & Bajraktarević, 2010). Studies have shown that symptoms with bullying in primary school children, has revealed a considerable connection between victimization and signs that indicates victims of bullying suffers from sleep difficulties, bed-wetting, headaches, stomach aches, fatigue, and school-related problems (Brown, Birch, & Kancherla, 2005). This paper examines the effects that bullying has on the health of school-aged children. In particular, concerns addressed are depression, suicide ideation, mental health risks, and violent behavior.
Students deserve to feel safe at school, however when they experience bullying, the effects can last long into their future. Some of these effects include: Depression, low self-esteem, health problems, poor grades and suicidal thoughts. Bullying causes both short and long term damage related to these effects. Not only are these issues the children have to deal with they also deal with physical problem obvious bruises or wounds from harassment, sleep disruptions, bed wetting, psychosomatic aches. Social Difficulty can lead to inapropreate social skills, social isolation, inaccurate social perceptions.
How can observation and planning help meet the needs of a child who is ill? What are the effects of inappropriate activities on a child who is ill? The value of play in a child’s development is recognised by experts and, for the child or adolescent in hospital, play has a very special significance. It is not a way of keeping them quiet or passing the time; it is part of the treatment they receive. Play is important, both in preparing children for what is going to happen and in providing ways for them to work through anxieties and fears and deal with their experiences in hospital.
Praise and Punishment: The Effects on Children -Jessica Broome We cannot teach children how to be successful adults by simply finding ways to make them obedient. When children do what they are told simply because they will either be rewarded or punished, they are being “obedient”. We want children to practice good behavior even when we are not there to offer a reward or dole out a punishment. As suggested by “insufficient punishment”, children will only change their behavior temporarily when the punishment is severe. This is also true of rewards.