By Jacqueline S. Feather, Kevin R. Ronan, Duncan Innes
The consequences of trauma and abuse on little ones should be long-lasting, acute and harmful. proof means that cognitive behavioral remedy (CBT) is a powerful kind of psychotherapy to assist childrens to beat those results. This e-book makes use of an evidence-based CBT remedy version to help young children and children elderly 9-15 years to solve trauma signs and elevate their coping talents. The process is made from sixteen step by step classes to hold out with the younger individual, and contains worksheets and enjoyable actions utilizing arts and crafts. The version makes use of 4 stages: strengthening the kid's psychosocial context; bettering their coping abilities; processing their trauma via slow publicity; and, addressing designated matters that the kid can have and combating relapse. the kid retains a scrapbook in the course of the programme during which they retain worksheets, art and the other actions they convey out. The process is designed for person treatment but additionally comprises periods for folks and caregivers. With photocopiable worksheets and simple to keep on with periods, it will be a useful source for all practitioners operating with traumatized and abused youngsters, together with therapists, psychologists, counsellors, wellbeing and fitness pros and social employees.
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Extra resources for Cognitive Behavioural Therapy for Child Trauma and Abuse: An Step-By-Step Approach
Fun activity End the session with the fun activity chosen at the outset. 38 PHASE 1 SESSION 3: TIMELINE Purpose To explore the child’s history, including good and not-so-good things that have happened in the child’s life. To provide psychoeducation on how abuse and trauma can affect children. To introduce the ‘STAR Plan’, a coping model that the child can use to help himself manage his feelings and overcome challenges. Goals • Review self-help task; reward effort. • Explore the child’s history, including history of abuse and trauma.
Each person is labelled by writing their names at the top of their head. Stickers are used to show how the child feels toward these people: • hearts for people the child likes or loves 1 36 Adapted and used with permission from Lowenstein (2000). See also Crisci, Lay and Lowenstein 1997. PHASE 1, SESSION 2: RELATIONSHIPS • bandaids for people who are hurt or sad • bees or red dots for people who feel mad or angry • spiders or black dots for people who feel scared • yellow dots for people who are to blame • teddy-bears for helpers.
D) Set agenda The therapist briefly outlines what will be covered today, and checks whether there is anything the child wants to talk about. 2. Session activities (a) Timeline Ask the child to draw a timeline of his life in his workbook, including good things that have happened, as well as not-so-good things. This should be numbered in years from birth to the present. Different methods can be used, including drawing the timeline like a graph with ups and downs, or as a roadmap of a journey with smooth roads, rough roads, hills to climb, rivers to cross, etc.