Child Psychotherapy: Integrating Developmental Theory into by Robbie Adler-Tapia PhD

By Robbie Adler-Tapia PhD

All too frequently childrens are clinically determined and medicated with out the glory that their indicators may very well be a fit reaction to tense existence occasions. This integrative consultant for psychological overall healthiness practitioners who paintings with kids underscores the significance of contemplating the etiology of a kid's indicators inside a developmental framework sooner than creating a analysis. delivering complicated education and talents for operating with childrens, the booklet publications the therapist, step by step, via overview, case conceptualization, and therapy with a spotlight at the tenets of kid improvement and a attention of the influence of distressing existence occasions.

The booklet first addresses baby improvement and the evolution of kid psychotherapy from the views of various disciplines, together with fresh findings in neurodevelopmental trauma and neurobiology. It discusses evaluate measures, the impression of divorce and the forensic/legal surroundings on medical perform, strategies for HIPAA compliance, evidence-based most sensible practices for treating young ones, and the necessities for an built-in therapy process. Woven all through are symptoms for case conceptualization together with attention of a kid's entire environment.

Key Features:

  • Provides an integrative method of baby psychotherapy from the viewpoint of fit improvement
  • Offers a substitute for the scientific version
  • Discusses key theories of kid improvement and psychotherapy
  • Integrates a multimodal technique that considers a kid's day-by-day setting
  • Includes a template for organizing and enforcing a profitable perform
  • Features an instructor's handbook and direction syllabus

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Additional resources for Child Psychotherapy: Integrating Developmental Theory into Clinical Practice

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Is the child’s personality such that the child has a more anxious temperament? If so, does the child need to learn basic self-soothing and calming skills in therapy before reprocessing trauma? Or is the child typically calmer, but has increased anxiety related to distress and trauma in the environment? For this child, the environmental distress has overwhelmed the child’s ability to calm him or herself. Is the level of distress so extreme that the child is displaying symptoms of anxiety and dissociation, which suggests that the treatment plan needs to include training in more advanced self-regulation and coping skills?

It is the collective assessment that drives case conceptualization. Anna Freud conceptualized child development along developmental lines that explain the child’s growth in each area. The impact of Freud’s work is vast and beyond the scope of this book; however, understanding the core issues of the interplay between genetic predisposition and environmental contributors is significant in understanding a client’s response to life experiences and how the same experience may cause different responses with each unique individual.

Social-learning theory not only posits a different type of learning process, and a different set of controlling variables for identification, but also assumes a consideraly more complex model of behavioral transmission. Identification, according to this view, is a continuous process in which new responses are acquired and existing repertoires of behavior are modified to some extend as a function of both direct and vicarious experiences with a wide variety of actual or symbolic models, whose attitudes, values, and social responses are exemplified behaviorally, or in verbally coded forms.

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