Engaging, easy to ready text Illustrative case studies that demonstrate the interventions Metaphors and Pictures Relevant for anyone working with children and families
Complete Guide to the Child Welfare System
How the system works Child maltreatment statistics and definitions Flow chart how families move through the system
Assessment and Treatment
Step by step assessment and interventions for: Attachment Trauma Grief/Loss Transitions Behavior Modification
Family and Professional Engagement
Birth and foster family engagement techniques Collaboration with educators, medical professionals and lawyers Court & Protective Services Involvement
Ethics Vicarious Trauma Burnout
Coping with Complicated Grief
"One 9-year-old Caucasian girl I worked with was getting better and better at compartmentalizing her feelings of disappointment and heartache after week upon week of her mom not showing up for visits. She kept an upbeat attitude most of the time but started to “lose it” at school and home with explosive arguments and crying spells. In session, when I described some kids in care having “buried feelings” that they were afraid to pay attention to because they would be too hard to feel, she made a large paper collage showing a mound of “buried feelings” underneath the earth. She used the piece of art to identify and open up about the feelings. She sought and received comfort from others more easily, especially on visit days. Eventually she declared that she had “let all the buried feelings out” and had gotten the hang of how to “not bury them.” Of course, she was right. There were no more aggressive or emotional outbursts, and when she did finally see her mom, she candidly told her how awful it felt to miss her and asked about the reasons for her absence."
Disrupting an Insecure Anxious Attachment Pattern Tom, a eight-year-old Biracial boy in care for physical abuse often came into session angry and oppositional. He liked to throw items at me and make demands. I would state “you can be angry and throw things, but you cannot throw things at me.” A few weeks later in session he wanted to play checkers and then stood up and ordered me to “clean it up!” I felt my inner parenting instinct rise, but I knew this behavior spoke to his anxious-ambivalent attachment style. He expected rejection and punishment. I stayed calm and said “In here, if you want something cleaned up you have to do it yourself.” He stared at me for a moment, confused that I didn’t yell at him, or comply and said again “Clean it up!” I then stated “in here, you have control, you can move the game or leave it there.” He cleaned up the game.