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The uses of humour in case management with high-risk children and their families
- Authors:
- GILGUN Jane F., SHARMA Alankaar
- Journal article citation:
- British Journal of Social Work, 42(3), 2012, pp.560-577.
- Publisher:
- Oxford University Press
Literature relating to humour are rare in social work journals. This paper discusses the uses of humour among a team of 5 service providers in a child and family service agency in the United States where the families are among the most high-risk in the county. Humour was viewed as the amusement at incongruity, and it was recognised that humour could foster effectiveness. Case examples are presented of situations a team of service providers found amusing. It was noted that case managers used humour to regulate negative emotions, to express frustration that led to tension relief and then to creative problem solving. Humour was also used to diffuse anxiety and to express liking and admiration for service users. This paper highlights the potential advantages of humour in high-stress service situations and recommends that the use of humour be evaluated in terms of the ethical imperative of doing no harm. Implications for practice are discussed.
Becoming verbal: autism trauma and playfulness
- Author:
- BARROWS Paul
- Journal article citation:
- Journal of Child Psychotherapy, 28(1), April 2002, pp.53-72.
- Publisher:
- Routledge
This paper will describe work in progress with a boy who was 3.4 years old at the time of referral. At this time he had no speech and there were a number of marked autistic features in his presentation, although no formal diagnosis had been made. He had suffered the trauma of a life-threatening illness requiring major medical interventions at the age of 5 months and again at 18 months, which may have been the precipitating factor for his disturbance. He is from an intact family with an older sister and a younger brother and no apparent significant family pathology. During the course of his treatment - which has now been on-going for nearly three years - he has acquired a capacity for play and has become very talkative. Using extensive clinical material, the paper explores the factors which may have contributed to his improvement, especially the modifications in technique introduced by the therapist in order to make contact with this little boy. Special attention will be given to the role of playfulness, as introduced by the therapist, with particular reference to the way in which this may facilitate the emergence and expression of aggressive feelings and phantasies. The links with the development of the capacity for speech will be explored.
Children and young people with intellectual disability in residential childcare: prevalence of mental health disorders and therapeutic interventions
- Authors:
- AGUILA-OTERO Alba, et al
- Journal article citation:
- International Journal of Social Welfare, 27(4), 2018, pp.337-347.
- Publisher:
- Wiley
Children with intellectual disability are more likely to suffer abuse and neglect. Therefore, they are over‐represented among children in childcare interventions, particularly in residential childcare. The main goal of this article was to explore the correlates of mental health diseases in a sample of 169 children (6–18 years old) in residential care with intellectual disability compared with a group of 625 children, also in residential care but without disability. Results show that the prevalence of intellectual disability in residential childcare in Spain is about 19%, which is significant due to their special needs. In addition to this disability, they have a higher frequency of clinical problems in the scales of withdrawal‐depression, thought problems, attention problems and, above all, social problems than do their peers in residential care. They are also referred more frequently to therapeutic services, in particular to psychiatric intervention and they receive more pharmacological treatments.337-347
The case for integrating trauma informed family therapy clinical practice within the school context
- Author:
- O'GORMAN Shannon
- Journal article citation:
- British Journal of Guidance and Counselling, 46(5), 2018, pp.557-565.
- Publisher:
- Taylor and Francis
Counselling services are an integral part of a school's pastoral response to children and adolescents experiencing mental health or behavioural challenges. Professional practice documents published within Australia, the United Kingdom and the United States of America uniformly articulate the capacity of the counsellor to intervene when presented with a student experiencing emotional, psychological or behavioural distress. However, there are some referral concerns that call for a systemic approach that not only engages with parents but extends further to conceptualise the family as the system in need of change. This paper will suggest that the increasing shift towards the application of principles underpinning trauma-informed practice – particularly attachment and systemic constructs – within the classroom must be mirrored within the counselling space from which these theories originate. This paper will conclude with a description of common school based counselling referral criteria that are well suited to family therapy responses. In doing so, this paper will address the concern that the need to attend to the theoretical approach adopted by the school based counsellor represents an important logistical consideration [Zirkelback & Reese, 2010, p. 1095. A review of psychotherapy outcome research: Considerations for school-based mental health providers. Psychology in the Schools, 47(10), 1084–1100]. (Publisher abstract)
Effectiveness of brief intervention and case management for children and adolescents with mental health difficulties
- Author:
- et al
- Journal article citation:
- Children and Youth Services Review, 79, 2017, pp.362-367.
- Publisher:
- Elsevier
Objective: To compare the effectiveness of a Brief Intervention (BI) and Treatment As Usual (TAU) in a sample of children and adolescents seeking mental health treatment from a Child and Youth Mental Health Service (CYMHS). BI comprised up to six sessions of psychological therapy from trainee psychologists, and TAU involves case management incorporating assessment and psychological treatment (e.g., individual, parent, family therapy), plus linkage to other services. Method: A matched subjects design was used to evaluate the BI (n = 79) and TAU (n = 79) treatment conditions. Participants were matched according to age, gender, and baseline symptom scores on the Health of the Nations Outcome Scale for Children and Adolescents (HoNOSCA), which was completed at pre- and post-treatment. The HoNOSCA is a clinician-rated measure of symptoms experienced in the previous two weeks. Results: BI and TAU both significantly reduced mental health symptoms, with no significant difference between treatments overall, on Externalising or Emotional problems subscales, or on the percentage of most problematic items for participants. Conclusions: BI was as effective as TAU in reducing mental health symptoms in some children and adolescents. BI however is briefer, and could form part of a Stepped Care model for CYMHS. Further research is required to establish the most effective elements of BI in reducing mental health symptoms. (Publisher abstract)
Therapeutic residential care for children and youth: a consensus statement of the International Work Group on Therapeutic Residential Care
- Authors:
- WHITTAKER James K., et al
- Journal article citation:
- Residential Treatment for Children and Youth, 33(2), 2016, pp.89-106.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Sets out the principles and values that should underpin therapeutic residential care. This consensus statement adopts, as a useful starting point, Whittaker, Del Valle, & Holmes’ definition of therapeutic residential care, which is understood to involve ‘the planful use of a purposefully constructed, multi-dimensional living environment designed to enhance or provide treatment, education, socialization, support, and protection to children and youth with identified mental health or behavioral needs in partnership with their families and in collaboration with a full spectrum of community-based formal and informal helping resources.’ The principles include: ‘primum non nocere’ (first, do no harm), which entails that ‘Safety First’ should be the guiding principle in the design and implementation of all TRC programmes; a hallmark of TRC programmes—in whatever particular cultural expression they assume—is to strive constantly to forge and maintain strong and vital family linkages; services are fully anchored in the communities, cultures, and web of social relationships that define and inform the children and families we serve; TRC is at its core informed by a culture that stresses learning through living and where the heart of teaching occurs in a series of deeply personal, human relationships; the ultimate epistemological goal for therapeutic residential care is the identification of a group of evidence-based models or strategies for practice that are effective in achieving desired outcomes for youth and families, replicable from one site to another, and scalable. (Edited publisher abstract)
Equine-assisted activities and therapies: enhancing the social worker’s armamentarium
- Authors:
- ACRI Mary C., et al
- Journal article citation:
- Social Work Education (The International Journal), 35(5), 2016, pp.603-612.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Introduction: Equine-assisted activities and therapies (EAAT) have gained prominence as a viable therapeutic approach for a range of mental health and developmental problems, yet is not widely known and not conventionally provided within the social work educational curriculum. Thus, the purpose of this study is to provide a review of various certification bodies available to social workers in order to bring EAATs into their therapeutic work. Methods: A multi-stage process, including consultation with experts in the field and an online search was undertaken to locate certification programmes for mental health professionals. Results: Seven certification organisations were identified; programmes varied with respect to mental health pre-requisites, type of certification, training components, and cost. Discussion: There has been substantial growth in EAAT for children with mental health and developmental problems, and there are a range of certification types to select from. Factors to consider when choosing which type of certification to pursue, and barriers to certification are discussed. (Edited publisher abstract)
Surf's up
- Author:
- PENFOLD Julie
- Journal article citation:
- Mental Health Today, March/April 2015, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Wave Project uses surfing as a therapeutic intervention to support children and young people with mental health problems. Since it set up its first pilot in 2010 it has supported over 400 children and young people between the ages of eight to 21. This article looks at how the project developed, its use of mentoring support, and how it is increasingly gaining credibility and demonstrating its value. (Original abstract)
Conceptual framework for animal assisted therapy
- Author:
- GEIST Tracy
- Journal article citation:
- Child and Adolescent Social Work Journal, 28(3), June 2011, pp.243-256.
- Publisher:
- Springer
Animal-assisted Therapy (A-AT) is becoming a popular therapeutic treatment for both children and adults. The author has used A-AT in a school setting with students with emotional disturbances. A review of the literature regarding A-AT reveals a lack of a unified theoretical framework. This paper proposes a conceptual framework that incorporates a physiological, psychological, and cognitive model to depict the functional deficits that challenge students with emotional disturbances. Attachment Theory is then used to describe why A-AT may be effective in improving the socio-emotional and behavioural functioning of students with emotional disturbances.
We need to talk: getting the right therapy at the right time
- Author:
- WE NEED TO TALK COALITION
- Publisher:
- MIND
- Publication year:
- 2010
- Pagination:
- 28p., bibliog.
- Place of publication:
- London
This report was published by Mind for the “We Need To Talk” coalition, which calls on the Government to fulfil its promise to make psychological therapies available across the country to people who need them. The report is based on research which included: surveys of people attempting to access psychological therapies (527 responses); local Mind associations and primary care trusts; a call for evidence to the 'We need to talk coalition' members; a consultative event with local Mind associations; and discussions with service planners and providers across the country. It looks at the importance of psychological therapy covering both the economic and human costs and provides a brief overview of the current policy context. It then discusses what works, highlighting examples of good practice; where there are problems in accessing therapies and suggests recommendations for the way forward. The report found that the Improving Access to Psychological Therapies scheme has had a dramatic impact on waiting times for people with depression and anxiety. Access to psychological therapies for children and for people with severe mental illnesses remains limited despite good evidence of their effectiveness.