Treating Traumatic Stress in Children and Adolescents: How to Foster Resilience through Attachment, Self-Regulation, and Competency Kindle Edition
Author: Margaret E. Blaustein ID: B007JL559O
Done.
File Size: 4212 KBPrint Length: 372 pagesPublisher: The Guilford Press; (Lay-Flat Paperback) edition (March 18, 2010)Publication Date: March 18, 2010 Sold by: Digital Services, Inc. Language: EnglishID: B007JL559OText-to-Speech: Enabled X-Ray: Not Enabled Word Wise: Not EnabledLending: Not Enabled Enhanced Typesetting: Not Enabled Best Sellers Rank: #213,020 Paid in Kindle Store (See Top 100 Paid in Kindle Store) #65 in Kindle Store > Kindle eBooks > Health, Fitness & Dieting > Counseling & Psychology > Child Psychology > Psychology #73 in Kindle Store > Kindle eBooks > Medical eBooks > Specialties > Pediatrics #104 in Kindle Store > Kindle eBooks > Health, Fitness & Dieting > Counseling & Psychology > Adolescent Psychology
I wish I had bought this book sooner. As a therapist in a community mental health agency I work with complexly traumatized children, including those in foster care. I’ve been looking for resources that have explicit information on helping children with self-regulation and this book is a treasure.
This is a treatment manual for ARC: Attachment, Self-Regulation, and Competency. While it has components/ building blocks, the authors encourage you to view it as a framework rather than a rigid structure, so that it allows for clinical creativity. The building blocks addressed are as follows: Caregiver management of affect, Attunement, Consistent caregiver response, Building routines and rituals, Affect Identification, Modulation, Affect expression, Strengthening executive functions (impulse control and problem solving), and Self development and identity. There is also a section on trauma experience integration which reviews various ways to develop a trauma narrative.
Each chapter reviews one of the building blocks. Key concepts are provided for the clinician to review with the caregiver, so that the caregiver is involved in treatment each step of the way. There are steps for the therapist to follow along with suggestions for creative, play or art-based activities to help accomplish each goal. Developmental considerations are addressed with adaptations of interventions based on the child’s developmental stage/ age. Cultural issues are also addressed, and the authors review how to work with the components in a variety of settings including group therapy, individual/ dyadic (with the caregiver), and milieu (residential) settings. A helpful "Real-World Therapy" section of each chapter addresses practical considerations.
Great information on traumatized children. A detailed and systematic explanation of various tools regarding caretakers and traumatized children. While this book has a great overarching explanation of how to approach youth that have been traumatized, it lacks some practical information that is critical to successful intervention. How do I set firm limits? At what point will the child begin to regulate herself and not rely on my interventions? In what format and delivery is praise and positive feedback most effective? How do I approach children who are not cognitive processors, meaning children that rely on intuition and split second decision making?
Most children, and most adults, rely on the preconceptions and prior experience when making the majority of their decisions. How do I develop positive automated responses that do not require cognitive thought? A cognitive approach, one that requires children to think and process their decision making, is bound to fail because few humans have the mental capacity to function cognitively for the majority of the day. This task is especially difficult for traumatized, impulsive children.
I’m a special ed teacher and while I found this book informative, I would be eaten alive in my classroom if I used this approach to teach and develop my students. After two or three years I would be burned out and looking for a new occupation. While it is important to be aware of and encourage deeper thinking when it comes to decision making, it is unrealistic to expect the majority of kids to cognitively navigate through their extensive bad habits and trauma induced social/academic deficiencies.
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