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The experience of breakdown and the breakdown that can't be experienced: implications for work with traumatised children
- Author:
- TOMLINSON Patrick
- Journal article citation:
- Journal of Social Work Practice, 22(3), March 2008, pp.15-25.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article discusses the significance of breakdown in the lives of traumatised and abused children and highlights the implications for those attempting to provide treatment for these children, potentially enabling them to recover. The author aims to demonstrate how important it is to have a conceptual framework, which is underpinned by sound theory. The concept of breakdown is often perceived negatively and this can dominate our response. However, with an informed approach a breakdown can be seen as an opportunity for growth and a point of healing. By applying a theory of Winnicott's the author shows how useful and relevant established theory can be. It is shown how Winnicott's distinction, between the breakdown that has been experienced and the breakdown that has happened but not been experienced, is relevant in work with traumatised children. The article focuses primarily about severely traumatised children placed in a residential setting, where the aim is to provide recovery and to do this by broadly working within a psychodynamic approach. However, many of the ideas described in this paper may also be relevant to those working with children in other settings, such as foster families as well as with adults where breakdown is a theme.
A child's journey to recovery: assessment and planning with traumatized children
- Authors:
- TOMLINSON Patrick, PHILPOT Terry
- Publisher:
- Jessica Kingsley
- Publication year:
- 2008
- Pagination:
- 160p., bibliog.
- Place of publication:
- London
This book shows how carefully planned and assessed treatment can help traumatized children. It outlines how to set up a process for measuring a child's progress towards recovery. The book describes a practical outcomes-based approach that can be provided by an integrated multi-disciplinary team. Particular themes addressed include the conflict between the child's chronological and emotional ages, the need to work at the child's pace, the importance of the whole-team approach, and the challenges involved in measuring progress. The authors describe clearly defined outcomes for recovery, how children are assessed and how recovery plans are made, and show how progress can be closely monitored and responded to through the continuing process of assessment. An in-depth case study is used to show how this works in practice.
The capacity to think: why it is important and what makes it difficult to work with traumatized children
- Author:
- TOMLINSON Patrick
- Journal article citation:
- Therapeutic Communities: the International Journal of Therapeutic Communities, 26(1), Spring 2005, pp.41-53.
- Publisher:
- Emerald
This article begins by looking at what trauma is and the impact it may have on child development. It considers the importance of thinking and why it is so difficult in this work. The article concludes by identifying the essential ingredients required if a thinking approach is to be sustained and effective. The article includes two short case studies.
Therapeutic residential care for children and young people: an attachment and trauma-informed model for practice
- Authors:
- BARTON Susan, GONZALEZ Rudy, TOMLINSON Patrick
- Publisher:
- Jessica Kingsley
- Publication year:
- 2011
- Pagination:
- 288p.
- Place of publication:
- London
Children and young people in care who have been traumatised need a therapeutic environment which meets their emotional and developmental needs. This book provides a model of care for traumatised children and young people. It is based on theory and practice experience pioneered at the Lighthouse Foundation, Australia, and is intended for people caring for traumatised children and young people in a residential setting. It covers the impact of trauma on child development, drawing on psychodynamic, attachment and neurobiological trauma theories, and outlines practical aspects of undertaking therapeutic care. It discusses the child's experience at individual, group, organisation and community levels, and argues that attention to all of these is essential if a child is to achieve wellness. Case examples from children and carers are used to illustrate the impact of trauma and how children have been helped to recovery through therapeutic care.
Assessing the needs of traumatized children to improve outcomes
- Author:
- TOMLINSON Patrick
- Journal article citation:
- Journal of Social Work Practice, 22(3), November 2008, pp.359-374.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper is about the development of an outcomes-based treatment approach in work with traumatized children and of an assessment model to measure progress. In particular, it shows how a spider diagram is used to give a powerful, visual representation of a child's progress. The work described has been carried out by SACCS - an independent UK organization providing treatment based in residential and family settings for children who are severely traumatized by abuse and neglect. This trauma has had a massive impact on their development socially, physically, emotionally, academically and spiritually. The children have complex needs which are extremely difficult to work with. However, the potential for recovery from their injuries remains. The author uses a single case study of a child to illustrate the process of assessment and measurement of recovery. The treatment approach used is broadly psychodynamic. The concept of an outcomes-based approach and the measurement tool described also has widespread relevance in social care.
Therapeutic approaches in work with traumatized children and young people: theory and practice
- Author:
- TOMLINSON Patrick
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 223p.
- Place of publication:
- London
Based on work carried out by staff at the Cotswold Community over a number of years this book, provides a link between theory and practice. The author shows how practice in the field of residential child care, fostering and other areas of work with children can be developed in a way that is soundly based on theory. Meeting weekly to discuss and review their therapeutic practice in the light of relevant theoretical approaches, the staff at the Cotswold Community produced an invaluable record of working with emotionally traumatised children. The result, brought together here is an account of a 'thinking culture' which provides continual opportunities to respond to issues in innovative ways, and includes useful suggestions on a range of key issues including education and play, sexuality and aggression.