Cognitive Behavioural Therapy for Child Trauma and Abuse: An by Jacqueline S. Feather, Kevin R. Ronan, Duncan Innes

By Jacqueline S. Feather, Kevin R. Ronan, Duncan Innes

The results of trauma and abuse on little ones should be long-lasting, acute and harmful. proof means that cognitive behavioral treatment (CBT) is a powerful type of psychotherapy to aid little ones to beat those results. This ebook makes use of an evidence-based CBT remedy version to aid youngsters and youngsters elderly 9-15 years to unravel trauma indicators and raise their coping abilities. The technique is made of sixteen step by step periods to hold out with the younger individual, and contains worksheets and enjoyable actions utilizing arts and crafts. The version makes use of 4 levels: strengthening the kid's psychosocial context; improving their coping abilities; processing their trauma via slow publicity; and, addressing particular concerns that the kid can have and fighting relapse. the kid retains a scrapbook all through the programme within which they preserve worksheets, art and the other actions they convey out. The method is designed for person remedy but in addition contains periods for fogeys and caregivers. With photocopiable worksheets and straightforward to stick with periods, this can be a useful source for all practitioners operating with traumatized and abused youngsters, together with therapists, psychologists, counsellors, wellbeing and fitness pros and social staff.

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Materials required • child’s workbook • art materials – paper, scissors, glue, crayons, paints, felt tips, etc. • ‘The TRAP’ worksheet • ‘The STAR Plan’ diagram • ‘Self-help task 3’ worksheet. 39 CBT for Child Trauma and Abuse Session format 1. Review and update (a) Review how the child is today/engagement Check in how the child is. Schedule a fun activity or game to play together at the end of the session. (b) Check perception and understanding of the previous session The therapist briefly reviews the previous session.

Out-of-session activity, summary and feedback (a) Self-help task Introduce ‘Self-help task 3’. The child should write on the task sheet twice before the next meeting; this time encourage him to write about an upsetting experience during the week, as well as an experience when he felt happy or relaxed. 2 Other versions children have come up with, which may be used if preferred, include: 1. ‘Stink feelings? Thinking bad stuff? Activities and ideas that can help. ’ 2. ‘Stop! Feeling bad? Calm down!

Encouragement to talk to the therapist about any noticeable changes in the child’s behaviour and wellbeing as therapy progresses. 2. Discuss specific ways the caregivers can be involved in the therapy from this point forward Following on from a general reminder and overview of therapy goals, sessions and strategies, the therapist details progress to date and what is yet to come. First, the first three sessions (Phase 1) are briefly reviewed. Then the therapist explains that the next part of the therapy will be based on the ‘STAR Plan’, a four-step coping skills plan to help the child identify his feelings and thoughts in upsetting situations, and know what to do to help himself feel better.

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