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 psychoanalysis the main emphasis is put on experiences of early childhood, how the child manages to negotiate each of the psychosexual stages and the Oedipal complex and for the client to re-experience the early childhood relationships with he therapist through transference and counter-transference. The unconscious and interpretations of dreams also play a major role. In this essay the two approaches will be briefly explained, drawing attention to which extent the two approaches differ. References will be made to my personal experience as well as that of one of my volunteer clients. A particular attention will be paid to anxiety and phobias, which is an irrational fear and how the two approaches view it.
Researchers have shown direct correlation between deterioration in children’s mental, physical and social well-being and separation from parents. Thus, the quality of child care has to be taken care of so that a child has healthy development. The paper tries to unravel whether parental care is better for a child’s later development or even under foster care a child can have a normal and healthy development. KEY WORDS: Attachment, parental care, non-parental care, quality of child care, quantity of child care, family and parental features, cognitive development, language development, social/ behavioral development. For many of us, the very notion of non-parental care especially infant day care conjures up an unpleasant.
Developmental theories that influenced modern psychotherapy and supervision It is accepted that relation between therapist and client, and supervisor and supervisee are analog and similar to the parent – child relation (Hans Strupp) in the way that these relations are reparative and that they can often heal in the present deficits of the past experience between child and caretakers. It's through relationships with caregivers and other people that children learn how to apply and use their emotions, expressions, and emotional understanding that influence their being in later periods of their lives. In connection with this, for gestalt therapists is very important, considering theory of gestalt therapy, to be aware that there are other important and contributing factors except infant experiences, that also strongly influences our life and that we can not put exclusive emphasize on the early experiences. We believe that life is much more than past and that it is shaping in every moment of our life with present experiences, context and supposed future. Also, in gestalt therapy we believe that contact (relation) is in the hart of healing processes.
Alongside risk factors, resilience is something that needs to be considered. It can be surprising at how resilient children and young people can be in certain situations and how they can adapt to their circumstances. Three core areas within resilient factors are individual, family and school and local neighbourhood. Youth Offending Teams (YOTs) will try and target these protective factors and encourage intervention specifically aimed at promoting protective factors. Key elements of effective practice within YOTs are assessment, planning and supervision as these are seen to be essential for ensuring that young people’s needs are met and also to reduce offending and reoffending (Burke 2008).
SCHOOL NURSE OBJECTIVES 2 Schools provide services to students throughout the childhood and adolescent years, school nurses must be cognizant of pediatric developmental stages and able to provide age appropriate services and information. A baseline understanding of pediatric developmental characteristics and a general knowledge of appropriate approaches in the assessment and management of the varied age groups will be beneficial. The assessment and treatment approach when dealing with an injured or ill kindergartner is quite different from that of a highs chool student, particularly when considering student participation in the decision making process, provision of educational information, and level of parental involvement. In addition, children with special needs or chronic conditions may require more frequent emergency care interventions due to their physical or mental disability and/or chronic illness. The school nurse has a key role not only in providing emergency care to students, but also in developing prevention strategies.
Book Review of: A Parent’s Guide to Building Resilience in Children and Teens Lisa Taylor Simon Fraser University (Education 322: The Social Lives of School Children) I have reviewed “A Parent’s Guide to Building Resilience in Children and Teens” by Kenneth Ginsburg, published by the American Academy of Pediatrics (2006). Having myself experienced a rather unconventional childhood, fostered numerous children exhibiting varying degrees of resilience, and raising my own children, building resilience is of personal interest to me as well as an important part of children’s social development. While the topic of resilience is comprehensive and intersects many course topics, I have focused my analysis on fostering self-discipline, moral development, and parenting styles; the framework provided by chapters 10 and 11 of the course textbook (Kostelnik, Whiren, Soderman, & Gregory, 2009). Dr. Ginsburg writes as a father and associate professor of pediatrics at the University of Pennsylvania School of Medicine. He practices at the Children’s hospital there and references personal experiences throughout his book.
() Child Study Teams are important to the education process because they help determine if a student is struggling due to an issue outside of a learning or behavioral deficit or if a least restrictive modification can be incorporated into the child’s education plan. CST’s help to establish If a child needs modification to regular education instruction or if another solution is viable before the student is referred to special education services. If a student can be heoped in RTI Tier 1 or 2, he/she can avoid further assessment. According to Pierangelo and Giuliani, before a formal assessment for placement in special education occurs, the student’s teacher meets with the pre-referral team to discuss the nature of the problem and what possible modifications to instruction or the classroom might be made. () The pre-referral team may consist of regular class teacher, Principal, psychologist, special education teacher, nurse, social worker speech therapist or guidance counselor.
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.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.