Working with Grieving and Traumatized Children and Adolescents : Discovering What Matters Most Through Evidence-Based, Sensory Interventions.
Title:
Working with Grieving and Traumatized Children and Adolescents : Discovering What Matters Most Through Evidence-Based, Sensory Interventions.
Author:
Steele, William.
ISBN:
9781118645079
Personal Author:
Edition:
1st ed.
Physical Description:
1 online resource (279 pages)
Contents:
Working with Grieving and Traumatized Children and Adolescents: Discovering What Matters Most Through Evidence-Based, Sensory Interventions -- Copyright -- Contents -- Foreword -- Preface -- A Timely Practical Resource -- Benefiting Survivors and Practitioners in Diverse Settings -- For the Reader -- Acknowledgments -- Chapter One: How Structured, Sensory Interventions Help Grieving and Traumatized Children -- Was It Grief or Trauma: What Matters Most? -- It Is Not the Situation -- Children's Mandate -- Implications for Treatment -- Subjective Experiences Matter -- SITCAP's Core Principle -- Key Concepts -- Concept One: Safely Revisiting Subjective Experiences -- Concept Two: Nonlanguage Activities -- Concept Three: Using Trauma-Specific Questions -- Concept Four: Being Curious -- Concept Five: Safely Beginning and Ending -- Concept Six: Reframing the Experience -- Practice-Based Evidence (PBE) and Evidence-Based Practice (EBP) Outcomes -- Case Studies -- Repeated Abuse -- Witness to Domestic Violence -- Summary -- Chapter Two: Children's Experiences With Grief and Trauma -- Subjective Experiences of Grief and Trauma -- What Do Mashed Potatoes Have To Do With Trauma? -- Relief Through Sensory Regression -- The Differences Matter -- ``She Is Falling Through a Dimension ́́-- ``So I Broke Some of His Things ́́-- ``It Was My Fault ́́-- Additional Trauma-Driven Guilt Factors -- Why Not Me? -- Poor Judgment/Careless Behavior -- Healing the Guilt and Shame -- At Its Core -- ``I Don't Want to Talk About It ́́-- A Stuttering-Like Response -- Repressive Coping: Is It Avoidance or Resilience? -- ``The Sound of My Dog Coming Down the Stairs ́́-- Resistance, Safety, Duration, and Children's Iconic Identity -- In Trauma There Is No Such Thing as Resistance -- Agoraphobia or a Need for Safety? -- Duration -- ``You're No Prize ́́-- Alicia: What Matters Most.
The Private Logic Created by Experiences -- Survival Behaviors Driven by Experiences -- The Primary Differences -- Summary -- Chapter Three: Trauma-Informed Principles and Practices -- Being Trauma-Informed -- The Need for Sensory-Based Interventions -- Storing the Implicit Memories of Trauma -- Iconic Images of Trauma -- Externalizing Implicit Memories by Drawing -- The Body in Trauma -- Actively Involving Children in Their Own Healing -- Trauma-Informed Principles and Practices -- Safety, Empowerment, and Self-Regulation -- Safety -- Empowerment -- Self-Regulation -- Integrating Implicit and Explicit Processes -- Appropriate Developmental Intervention -- Supporting Cultural Diversity -- There Is No One Intervention -- Trauma-Informed Relationships -- Creating a Trauma-Informed Environment -- Promoting Posttraumatic Growth (PTG) and Resilience -- Summary -- Chapter Four: Structured Drawing Activities -- Seeing What Children See: The Meaning They Give to Their Experiences -- Todd's Drawing: Giving Meaning to How He Is Experiencing Life -- Putting the Experience in a Contextual Form -- Accessing, Externalizing, and Concretizing Implicit Memories -- Drawing and Diversity -- How Children Draw Does Not Matter -- Pursuing Details Matters -- Beginning the Process -- Possible Responses -- Note Taking -- What We Do With Drawings -- Drawing Activities -- When a Story Triggers Another Drawing -- Summary -- Chapter Five: Curiosity and the Trauma Questioning Process -- Curiosity -- Asking ``What ́́Not ``Why ́́-- Curiosity: The Cornerstone of Empathy -- Giving Children the Lead -- Trauma-Specific Questioning -- The Process: Experiencing the Lessons Being Learned -- Questioning the Child's Subjective Experiences -- Hurt -- The Worst Part -- Summary -- Chapter Six: Meeting Children in Their World -- The Family: A Brutal Assault and Murder -- Emma's Story.
Peter's Story -- Andrea's Story -- Following Intervention -- Cognitive Reframing -- Developmentally Appropriate Reframing -- Directly Referencing the Experience -- A Conclusion Already Reached -- Transforming the Trauma: Sam's Story -- Reframing the Experience -- Summary -- Chapter Seven: Incorporating SITCAP in Schools and Community-Based Organizations -- Trauma's Impact on Learning -- Trauma's Impact on Behavior -- Meeting Our Immediate Needs When in Crisis -- Critical Intervention Timelines -- A Word About Protocol -- Texting Protocol -- A Protocol That Supports Immediate Needs -- Begin With the Least Intrusive Response: The First Three Days -- Crisis Intervention: First Several Days -- Classroom Presentation: First/Second/Third Day -- Defusing -- Defusing Research -- Defusing Guidelines -- Staff Review -- Beyond Staff Review: Support Group for the Most Exposed -- Six Weeks and Beyond: SITCAP in Schools -- High School -- Elementary/Middle Schools -- IFBN Research -- Trauma-Informed Schools -- Core Values -- Value of Respect -- Core Beliefs -- Trauma-Informed Classroom Environments and Practices -- Summary -- Chapter Eight: Interventions With Parents and Guardians -- The Killing of Coach Ed Thomas -- SITCAP's Adults and Parents in Trauma Program -- Session One -- Session Two -- Session Three -- Session Four -- Framing the Drawing Activity -- Creating a Safe Place -- First Drawing: What Happened -- Second Drawing: The Victim -- Third Drawing: Finding Relief -- Final Activity: Making Meaning -- Practice History -- Grandma Maddox -- Tina's Story: Grotesque Suicide -- Summary -- Chapter Nine: Nurturing Resilience and Posttraumatic Growth -- A Bounce-Back Spirit -- Preventing Trauma and Encouraging Growth After Trauma -- Resilience -- Posttraumatic Growth -- Interactions Influencing Posttraumatic Growth -- The Qualitative Study.
Focus Group Observations -- Promoting Resilience and Posttraumatic Growth -- Teachers -- Environmental, Social, and Economic Factors Impacting Resilience and Growth -- Promoting Resilience and Posttraumatic Growth Through Community -- Meeting These Universal Needs Through SITCAP -- Belonging/Attachment/Significance -- Mastery/Achievement/Competence -- Independence/Autonomy/Power -- Generosity/Altruism/Virtue -- Deficit-Based and Strength-Based Thinking -- Reframing Our Thinking -- Trauma Integration -- Michelle's Story -- Summary -- Appendix A: What If? Questions -- What If? Questions and Answers -- Appendix B: SITCAP Program Activity Examples -- Appendix C: School Recovery Protocol -- Appendix D: Resilience Resources for Teachers -- Resources for Resilience in Schools -- About the Authors -- References -- Author Index -- Subject Index.
Abstract:
Praise for Working With Grieving and Traumatized Children and Adolescents "This much-needed book effectively argues for the use of structured activities as the basis for exploring trauma-specific questions in clinical work with traumatized children and adolescents. Numerous examples of children's artwork enhance the book and illustrate the effectiveness of the treatment. The authors' methods have been used successfully for many years and represent a major contribution to the study of trauma that will be welcomed by both students and seasoned practitioners." -Nancy Boyd Webb, DSW, LICSW, RPT-S Professor of Social Work Emerita, Fordham University, Author: Play Therapy With Children in Crisis "The authors provide a clear theoretical framework and demonstrate practical sensory-based activities so kids can discover and reconnect with their bodies' agency and vitality. Refreshingly, this vehicle creates an emotionally safe journey for the child into the mystery of the experiential, embedded in implicit memory. It's chock-full of invitations to explore self-impressions and worldviews in a way that children feel seen, not assessed." -Peter A. Levine, PhD, and Maggie Kline, MS, LMFT, Coauthors: Trauma Through a Child's Eyes and Trauma-Proofing Your Kids A structured, sequential, and evidence-based approach for the treatment of children and adolescents experiencing trauma or grief Working With Grieving and Traumatized Children and Adolescents features the Structured Sensory Interventions for Traumatized Children, Adolescents and Parents (SITCAP) intervention model, proven in successfully addressing violent situations such as murder, domestic violence, and physical abuse, as well as non-violent grief- and trauma-inducing situations including divorce, critical injuries, car fatalities, terminal illness, and environmental disasters. Filled with practical and
proven activities for use with children and adolescents experiencing trauma and grief, this resource is based on the authors' experience working with all types of traumatic events in school-, agency-, and community-based programs across the country.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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