Using Stories to Build Bridges with Traumatized Children is full of creative ideas for how you can use stories therapeutically with children in counselling, life story work or direct work. Psychologist Kim S. Golding shows how you can use stories to build connections with children aged 4–16 and support their recovery from trauma and stress. She illustrates the techniques with 21 stories adapted from her own clinical work with children and families, and explains how you can expand or adapt them to make them more relevant for a particular child. Advice and stories are arranged into sections dealing with common psychological issues, including looking back and moving on, lack of trust and need for attention. Golding also gives invaluable tips for planning stories and life story work, and for storymaking with children. She also describes how stories can be used therapeutically with parents of traumatized children and as a tool for self-reflection by counsellors. Imaginative and practical, this book will be enormously useful for counsellors, psychologists, therapists and social workers working with traumatized children, and will also be helpful for parents and carers involved in therapeutic parenting.
Babies and young children who have experienced early adversity miss out on good, nurturing relationships, and the sensorimotor development that goes along with them. Their bodies therefore lack a solid foundation for sensory integration. This book lays out a practice model - the Building Underdeveloped Sensorimotor Systems (BUSS) model - to help identify and assess whether these gaps are present in a child's sensorimotor systems. It also advocates the potential of rebuilding the gaps in these systems - using games and activities that take place within loving parent-child relationships - to offer the child a healthy, attuned base from which to develop sensorimotor skills. Also included is a section on parents' experiences of using these activities with their children. With a positive view of approaching sensorimotor underdevelopment, these strategies and case studies all demonstrate that, with the right kind of attention, these children's systems can be rebuilt.
Working with Relational and Developmental Trauma in Children and Adolescents focuses on the multi-layered complex and dynamic area of trauma, loss and disrupted attachment on babies, children, adolescents and the systems around them. The book explores the impact of relational and developmental trauma and toxic stress on children’s bodies, brains, relationships, behaviours, cognitions, and emotions. The book draws on a range of theoretical perspectives through reflective exercises, rich case studies, practical applications and therapeutic strategies. With chapters on wider organisational and systemic dynamics, strength-based practices and the intergenerational transmission of relational trauma, Karen Treisman provides a holistic view of the pervasive nature and impact of working with trauma. Working with Relational and Developmental Trauma in Children and Adolescents will be of interest to professionals working with children and families in the community, in-patient, school, residential, and court-based settings, including clinical psychologists, psychiatrists, social workers, teachers, and students.
From the founder of DDP, this updated and comprehensive guide is the authoritative text on DDP. DDP is an attachment-focused treatment for children and adolescents who experience abuse and neglect and who are now living in stable foster and adoptive families. Its central interventions are influenced by enhanced knowledge about the structure and functions of the brain, as well as the latest findings regarding developmental trauma and the related attachment problems it brings.
The Routledge International Handbook of Therapeutic Stories and Storytelling is a unique book that explores stories from an educational, community, social, health, therapeutic and therapy perspectives, acknowledging a range of diverse social and cultural views in which stories are used and written by esteemed storytellers, artists, therapists and academics from around the globe. The book is divided into five main sections that examine different approaches and contexts for therapeutic stories and storytelling. The collected authors explore storytelling as a response to the Covid-19 pandemic, in education, social and community settings, and in health and therapeutic contexts. The final section offers an International Story Anthology written by co-editor Sharon Jacksties and a final story by Katja Gorečan. This book is of enormous importance to psychotherapists and related mental health professionals, as well as academics, storytellers, teachers, people working in special educational needs, and all those with an interest in storytelling and its applied value.
Amongst the beauty of the Okavango delta in Botswana, Cleo the Crocodile loved having fun with all of his animal friends. That is, until one day Hogan the Hippo, who was supposed to look after Cleo, started to act mean and hurt him. Cleohas to leave the swamp to find a safe new home - he's scared and puts his prickles up for protection, so all the other animals are afraid of him. How can Cleo find a new safe home? How can he make new friends when he doesn't know who he can trust? This activity book developed by expert child psychologist Dr Karen Treisman combines a colourfully illustrated therapeutic story about Cleo the Crocodile to help start and enrich conversations, which is followed by a wealth of creative activities and photocopiable worksheets for children to explore issues relating to attachment, relationships, rejection, anger, trust and much more. Activities are accompanied by extensive advice and practical strategies for parents, carers, and professionals on how to help children aged 5-10 to start to name their tricky feelings. It will help children to understand their own prickles, to trust others and begin to invest in relationships so they can let others close again. This activity book is complemented by a standalone picture book of Cleo's story, also available from Jessica Kingsley Publishers (Cleo the Crocodile, ISBN 9781839970276). This resource is also complemented by a host of bestselling publications and card sets all created by Dr Treisman (search on 'Therapeutic Treasures Collection' to discover them all!).
Teachers, counselors, therapists, parents and caregivers can use this engaging novel and guidebook to help to promote resilience within children, families and communities that have experienced traumatic stress. The novel encourages children to learn about everyday heroes and what helps them to succeed despite adversity. The accompanying guidebook provides practical advice and strategies for using the novel in classrooms, counselling, therapy and families to spark conversations around difficult topics of loss and trauma and to strengthen and renew emotionally supportive relationships for distressed children. These two books provide a toolkit for helping children and caring adults understand the impact of traumatic stress and what can help them to recover and increase resilience after stressful experiences. Together, the novel and guidebook inspire hope for those who feel alone, fearful or ashamed after traumatic experiences and show how children, parents, and other caring adults can become stronger than the nightmares of the past. This set includes: The Hero’s Mask, a short novel designed to encourage young people to share and understand their feelings related to traumatic stress and to learn how family members, friends, neighbours and schools can help each other to survive hard times and learn to thrive again. The Hero’s Mask Guidebook: Helping Children with Traumatic Stress, a practical resource for use by teachers, counselors, therapists, parents and caregivers that promotes an understanding of trauma and strengthens emotionally supportive relationships to reduce traumatic stress reactions. This essential resource provides a resiliency-focused guide for promoting trauma-informed schools and child and family services to help children and families experiencing traumatic stress.
Life story work allows care-experienced and adopted young people to understand their histories and come to terms with their feelings about the past. This accessible guide helps therapists and social care professionals to develop their skills to support children and families through their life story journey. It builds on the fundamental 6-step model for practice to incorporate elements from a variety of therapeutic approaches, from DDP to creative therapies. Theoretical explanations, case vignettes, and practical suggestions provide guidance on practice-based issues in life story work, such as working with parent/carer-child dyads, incorporating a birth family perspective, talking about traumatic stories, managing endings and constructing the life story book. Essential reading for anyone undertaking life story work, this guide enhances a time-tested model with up-to-date research and new ideas for overcoming the most common challenges practitioners face when delivering life story work.
A resource for practitioners implementing attachment-focused treatment for young people. Dyadic Developmental Psychotherapy (DDP) is an attachment-focused treatment for children and adolescents who have experienced abuse and neglect and are now living in stable foster and adoptive families. Here, Daniel Hughes and Kim S. Golding provide a practical accompaniment to their highly successful DDP text coauthored with Julie Hudson, Healing Relational Trauma with Attachment-Focused Interventions (2019). In this workbook, practitioners are invited to reflect on their experience of implementing the DDP model through discussion, examples, and reflection prompts. Readers are encouraged to consider the diversity of both practitioners and those receiving DDP interventions, and how each unique individual’s identity can be embraced within the application of DDP interventions. DDP can be practiced as a therapy, a parenting approach, and as a practice approach for those working within healthcare, social care, or education, and this workbook is an invaluable resource for readers who fall into any one of these roles.
How and Why to Read and Create Children's Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalised reading, Natalia Kucirkova combines theory and practice to argue that personalised reading is only truly personalised when it is created or co-created by reading communities. Divided into two parts, Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, language and communication skills. Part II explores digital books created by children, their caregivers, teachers and librarians, and Kucirkova also offers insights into how smart toys, tangibles and augmented/virtual reality tools can enrich children’s reading for pleasure. How and Why to Read and Create Children's Digital Books is of interest to an international readership ranging from trainee or established teachers to MA level students and researchers, as well as designers, librarians and publishers. All are inspired to approach children’s reading on and with screens with an agentic perspective of creating and sharing. Praise for How and Why to Read and Create Children's Digital Books 'This is an exciting and innovative book – not least because it is freely available to read online but because its origins are in primary practice. The author is an accomplished storyteller, and whether you know, as yet, little about the value of digital literacy in the storymaking process, or you are an accomplished digital player, this book is full of evidence-informed ideas, explanations and inspiration.' Liz Chamberlain, Open University 'At a time when children's reading is increasingly on-screen, many teachers, parents and carers are seeking practical, straightforward guidance on how to support children's engagement with digital books. This volume, written by the leading expert on personalised e-books, is packed with app reviews, suggestions and insights from recent international research, all underpinned by careful analysis of digital book features and recognition of reading as a social and cultural practice. Providing accessible guidance on finding, choosing, sharing and creating digital books, it will be welcomed by those excited by the possibilities of enthusing children about reading in the digital age.' Cathy Burnett, Professor of Literacy and Education, Sheffield Hallam University
