Books Figley, C. R. (2007). MASS TRAUMA AND VIOLENCE: HELPING FAMILIES AND CHILDREN COPE. Journal Of Psychological Trauma, 6(4), 83-86. doi:10.1080/19322880802096582 This article, is a book review for a book called Mass Trauma and Violence: Helping Families and Children Cope. Boyd Webb is the author of the book as well as a play therapist and crisis interventionist. Webb has different sections in his book that particularly focus on the theoretical framework for assessments and treatment, and conceptualizations of mass trauma. He emphasizes helping interventions that consist of specific cognitive, behavioral and client centered therapies, family focused bereavement programs and art, music, sand and play therapy. This book stresses the importance of effective treatment modalities in order to avoid long term consequences of trauma. Webb discusses the specific adaptations and treatments that vary between various types of trauma and different age and group. The book also explores several cases of children who have faced a traumatic event and highlights culturally sensitive programs and activities that can be employed for minority groups. Peer Reviewed Articles Buss, K., Warren, J., & Horton, E. (2015). Trauma and treatment in early childhood: A review of the historical and emerging …show more content…
He also explores various studies in relation to play therapy. Ogawa focuses on two types of therapy, Release Play Therapy and Child-Centered Play Therapy. Ogawa addresses how play is significant because it is used as a means of expression and resolution of children’s terrifying experiences. Ogawa highlights a study of play therapy, where the children affected by 9/11 refused to talk about their experiences when directly questioned, but narrated their painful stories when they played with toys. He suggest that the therapeutic environment “Defrosted frozen
Hutchison, Sandra B. Effects of and Interventions for Childhood Trauma from Infancy through Adolescence: Pain Unspeakable. Haworth Maltreatment and Trauma Press, 2005.
Perry, B., (2006). Applying principles of neurodevelopment to clinical work with maltreated and traumatized children: The neurosequential model of therapeutics. Working with traumatized youth in child welfare, 27-52.
Reviewing the 12 Core Concepts of the National Child Trauma Stress Network, James is suffering from three of the 12 concepts. Number 1 core concept, Traumatic experience are inherently complex. Traumatic experiences are inherently complex no experience are the same varying degrees of objective life threat, physical violation, witnessing of an injury or death. The victim perceives their surroundings and decides what is best for them now safety and self-protection. Number 4 core concept, A child or adolescent can exhibit an extensive range of reactions to suffering and loss. Number 9 core concept, the developmental neurobiology triggers a youth’s reactions to traumatic experience. In this paper, we will be covering another trauma that affects the social worker or case worker who works on these cases of
Cohen, J. A., & Mannarino, A. P. (2008). Trauma-Focused Cognitive Behavioral Therapy for Children and Parents. Child & Adolescent Mental Health, 13(4), 158-162.
Ellis, B. H., Fogler, J., Hansen, S., Forbes, P., Navalta, C. P., & Saxe, G. (2012). Trauma systems therapy: 15-month outcomes and the importance of effecting environmental change. Psychological Trauma: Theory, Research, Practice, and Policy, 4(6), 624-630. doi:10.1037/a0025192
Developmental Trauma Disorder (DTD) was a proposed by Van der Kolk and D’Andrea (2010). The premise of DTD is based on research data of individuals involved in several research studies. According to Van der Kolk and D’Andrea (2010), DTD is the result of living in a fear-based environment which includes, poor treatment by primary caregivers, instability, and neglect. This type of inadequate treatment is often hidden, meaning it is may not be visible on the surface. Neglectful caregiver-infant relationships perpetuate DTD. These interactions relay the message to the infant or child that the world is not safe, is threatening, and is unreliable. This lack of emotional safety is often as damaging as lack of physical safety (Van der Kolk & d’Andrea,
Childhood Trauma is defined as “The experience of an event by a child that is emotionally painful or distressful, which often results in lasting mental and physical effects.” (The National Institute of Mental Health). Childhood trauma is an epidemic that seems to be running its way throughout the world. Childhood trauma is a worldwide problem that can affect anyone and everyone. People tend to just try and help the problems that occur due to the childhood trauma, but not the problem itself. Many of these issues will also follow the child into their adult years and will cause negative effects. This paper will discuss the negative outcomes for a child who suffers from childhood trauma, and the negative outcomes that can follow them into adulthood.
The article, School-Based Group Interventions for Children Exposed to Domestic Violence, contains information about children who are exposed to the trauma of domestic violence have an increase tendency to experience complications with emotional and physical behavior issues, academic functioning, and lack of social skills. Children who are exposed to the trauma of domestic violence are provided care from mental health practitioners in schools. Such examples include school counselors, school psychologists, and school social workers, so with the guidance of these mental health practitioners, they can direct children with services like group counseling interventions that are structured exercises and play therapy. Many schools provide access to intervention services for all children because many children may not have access to resources outside of the school settings. The article provides six objectives
Rye N. Child-Centred Play Therapy. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. 2010.
I have just recently learned about the Historical Trauma Theory in another class and was eager to learn more about it and its applications to Native American populations. In the article, Brown-Rice provides a very well-rounded evaluation of Historical Trauma and the research surrounding its impact on Native Americans. She uses a framework of three chronological phases to explain how historical trauma impacts a population. The first phase is the implementation of mass traumas on a population, causing multiple forms of devastation (Brown-Rice, n.d.). Brown-Rice continues the chronology by saying that the second phase is when the population responds to the trauma with a variety of symptoms.
Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is one of the most commonly utilized interventions for children (Cary & McMillen, 2011). TF-CBT is a highly structured intervention consisting of 90-minute weekly sessions. The clinician works with the client through eight competencies, including psychoeducation, relaxation, affective expression and regulation, cognitive coping, trauma narrative development and processing, gradual exposure, joint parent/child sessions, and enhancing future development (Cary & McMillen, 2011). TF-CBT has an extensive history and many variations. Clinicians utilize a number of other cognitive behavior treatments that have been adapted to meet the needs of traumatized children (Cary, & McMillen, 2012; Smith et al., 2007). While there are a number of cognitive behavior treatments, TF-CBT has received the highest classification rating for supported and effective treatment from many studies (Cary, & McMillen, 2012; Kauffman Best Practices Project, 2004).
This is a counselling method used to help youngsters communicate their inner experiences through using toys and play. Nondirective play therapy is a non-pathologizing technique founded on the belief that youngsters have the internal drive to attain wellness (Petruk, 2009). Play therapy is grounded on the theory that play is a youngster’s language, the toys considered the words a youngster uses to express or show their inner experiences and how they experience and perceive the world. Within a play session, and throughout the course of sessions, themes develop in the youngster’s play, giving the therapist insight into the child’s feelings, thoughts, experiences, and interpretations of their world (Petruk,
The term “play therapy” refers to caring and helping interventions with children that employ play techniques within the context of a helping relationships. (Webb 2011, p156). Play therapy is implemented as a treatment of choice in mental health, school, agency, developmental, hospital, residential, and recreational settings, with clients of all ages (Carmichael, 2006; Reddy, Files-Hall, & Schaefer, 2005). Play therapy has been proven to be highly effective for children experiencing social, emotional, behavioral and learning problems. In this work I will dissect the term play therapy and it's origin.
Lastly, therapeutic play will “help children think and express themselves through difficult events” (Burns-Nader & Hernandez-Reif, 2016). This type of play focuses on enhancing coping skills and is very organized and controlled. Playing with dolls is an example of therapeutic play. Child Life focuses on assessing the child’s needs and therefore all three types of play are encouraged for children. The goal is to assist with children’s coping skills, largely through these three types of
There is a need for the criminal Justice System to recognize the high rate of trauma and trauma related disorders among young children which are caused by their parents, guardian and other members of the community. Many children have fallen victims of abusive parents of guardians with the abuse ranging from verbal to physical abuse. Trauma among young children has become a global; health concern and many civil rights groups have addressed the issue and measures that need to be taken to handle this challenge.