Creative Interventions with Traumatized Children by Cathy A. Malchiodi PhD ATR-BC LPCC, Bruce D. Perry MD PhD

By Cathy A. Malchiodi PhD ATR-BC LPCC, Bruce D. Perry MD PhD

Rich with case fabric and paintings samples, this quantity demonstrates more than a few inventive ways for facilitating kid's emotional reparation and restoration from trauma. participants comprise skilled practitioners of play, paintings, song, move and drama treatments, bibliotherapy, and integrative remedies, who describe step by step ideas for operating with person young ones, households, and teams. The case-based structure makes the e-book particularly useful and effortless. particular different types of demanding reports addressed comprise parental loss, baby abuse, injuries, family members violence, bullying, and mass trauma. Broader techniques to selling resilience and combating posttraumatic difficulties in young ones in danger also are presented.

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Because this sensory work with children is both directive and nondirective, therapists should be ready to face the challenge of trauma intervention with both flexibility and sensitivity to application of media. Because trauma-related symptoms may include intrusive memories, anxiety, and hyperarousal, which can be psychologically paralyzing for some individuals, helping young clients take small steps toward expression of feelings and experiences is a necessary skill. Rothchild (2000) refers to this as “titration,” a process of helping individuals release distressing emotions, memories, and thoughts in small amounts.

CULTURALLY SENSITIVE CREATIVE INTERVENTION Sue and Sue (2002) define “cultural competence” as the recognition of individuals’ cultures and the development of skills, knowledge, and procedures in order to provide effective services to those individuals. , northern or southern United States); family, extended family, and peers; socioeconomic status (SES); gender; development; and religious or spiritual affiliation. The National Child Traumatic Stress Network (NCTSN) (2006) cites “cultural identity”—the culture with which someone identifies and looks to for accepted standards of behavior—as a factor in the treatment of childhood trauma.

The NCTSN (2005) underscores that children and adolescents from minority backgrounds are at “increased risk for trauma exposure” (p. 1). Disasters also pose risks for children of ethnic minorities and in developing countries because of 28 BASICS OF PRACTICE socioeconomic and political conditions, increasing the likelihood of more severe symptoms. In brief, many aspects come together to determine children’s worldviews and preferences for participation and disclosure in therapy. In brief, therapists using culturally sensitive creative methods in trauma treatment consider how children appraise their experiences and cope with events, including biological, psychological, social, and cultural perspectives.

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