| |
| |
| Acknowledgments | |
| |
| |
| Introduction | |
| |
| |
| How Trauma-Informed Treatment Is Different | |
| |
| |
| How to Use the Book | |
| |
| |
| |
| Understanding Trauma-A Framework for Organizing Existing Skills | |
| |
| |
| |
| Understanding Trauma | |
| |
| |
| Why Trauma Matters | |
| |
| |
| A Useful Definition of Trauma | |
| |
| |
| What Makes an Event Traumatic? | |
| |
| |
| The "Trauma Wall" | |
| |
| |
| Resiliency and Vulnerability | |
| |
| |
| Survival Orientation | |
| |
| |
| Posttraumatic Symptoms | |
| |
| |
| A Note on Exercises/Activities in This Book | |
| |
| |
| Exercise: Float-Back | |
| |
| |
| |
| The Structure of Trauma Treatment | |
| |
| |
| Meaning of Behavior | |
| |
| |
| Exercise: Meaning of Behavior | |
| |
| |
| Selecting a Trauma Treatment Structure | |
| |
| |
| The Fairy Tale Model of Trauma-Informed Child Treatment | |
| |
| |
| |
| The Trauma-Informed Therapeutic Relationship | |
| |
| |
| Child Trauma Treatment-Basic Principles | |
| |
| |
| What It Takes to Be a Person Who Helps Traumatized Kids | |
| |
| |
| The Therapeutic Relationship | |
| |
| |
| The RICH Relationship Model | |
| |
| |
| Exercise: Who Helped You and How? | |
| |
| |
| |
| Taking Care of Yourself | |
| |
| |
| Exercise: How Has Working with Traumatized Kids Affected You? | |
| |
| |
| Exercise: Your Most Upsetting Case | |
| |
| |
| Exercise: How Do You Know When It's Happened to You? | |
| |
| |
| Exercise: Self-Care Check-In | |
| |
| |
| Exercise: Self-Care Plans | |
| |
| |
| Exercise: Peer Support | |
| |
| |
| |
| Evaluation and Treatment Planning | |
| |
| |
| |
| The Initial Interview-From "Hello" Up to History | |
| |
| |
| Acculturation | |
| |
| |
| Therapist Style | |
| |
| |
| Introducing Treatment | |
| |
| |
| The Rules | |
| |
| |
| Starting with a Parent Present | |
| |
| |
| Meeting Alone with the Parent | |
| |
| |
| Meeting Alone with the Child | |
| |
| |
| Exercise: Practice the Initial Interview | |
| |
| |
| Obtaining More History While Focusing on Strengths | |
| |
| |
| |
| Taking a Trauma History | |
| |
| |
| Exercise: Take a Trauma/Loss History | |
| |
| |
| |
| Trauma-Informed Case Formulation | |
| |
| |
| Exercise: Do It Yourself | |
| |
| |
| |
| Making a Treatment Contract | |
| |
| |
| Motivation Enhancement | |
| |
| |
| Motivational Interviewing | |
| |
| |
| Finding the Princess | |
| |
| |
| Future Movies Script | |
| |
| |
| Treatment Planning and Contracting | |
| |
| |
| Obstacles to Following Through with the Contract | |
| |
| |
| |
| Safety and Strength Building | |
| |
| |
| |
| Case Management | |
| |
| |
| Exercise: Convince the Assistant Principal (AP) or the Parent | |
| |
| |
| Case Management Pitfalls and Remedies | |
| |
| |
| |
| Parent Training | |
| |
| |
| Did I Hear You Say "Yes, But"? | |
| |
| |
| Working the Case Formulation | |
| |
| |
| Practicing Respect and Empowerment | |
| |
| |
| Parent Training Interventions | |
| |
| |
| The Therapist As the Parents' Personal Trainer | |
| |
| |
| |
| Self-Control Skills Training | |
| |
| |
| Avoiding High Risk | |
| |
| |
| Self-Management of Anxiety Symptoms | |
| |
| |
| Self-Control of Behavioral Choices | |
| |
| |
| Choices Have Consequences | |
| |
| |
| Exercise: Map Out a Problem | |
| |
| |
| Exercise: Choices Have Consequences | |
| |
| |
| |
| Getting Stronger | |
| |
| |
| A Strength-Building Approach | |
| |
| |
| Risks of Strength Building | |
| |
| |
| Addressing the Problem | |
| |
| |
| Containment Procedures | |
| |
| |
| Exercise: Safe Place | |
| |
| |
| |
| Trauma Resolution | |
| |
| |
| |
| Trauma Resolution Methods | |
| |
| |
| Exposure | |
| |
| |
| EMDR | |
| |
| |
| Other Validated Trauma Resolution Methods | |
| |
| |
| Discussion | |
| |
| |
| |
| Preparation for Exposure | |
| |
| |
| Target Selection and Memory Breakdown | |
| |
| |
| Exercise: Breaking Down the Memory | |
| |
| |
| The Container | |
| |
| |
| |
| Conducting an Exposure Session | |
| |
| |
| A Chunk at a Time | |
| |
| |
| Making a Book to Tell the Truama Story | |
| |
| |
| On the Way to Exposure | |
| |
| |
| Exposure Procedure | |
| |
| |
| Exercise: Practice with Exposure | |
| |
| |
| Selecting the Target Memory for Exposure | |
| |
| |
| |
| Problem Solving in an Exposure Session | |
| |
| |
| Problem: One Part of the Story Is Especially Difficult | |
| |
| |
| Problem: The Client Seems Overwhelmed | |
| |
| |
| Problem-Blocking Beliefs | |
| |
| |
| Exercise: Practice with Exposure | |
| |
| |
| |
| Making the Most of It | |
| |
| |
| |
| Reevaluation and Consolidation of Gains | |
| |
| |
| In Vivo Exposure | |
| |
| |
| Family Strengthening Interventions | |
| |
| |
| Other Interventions | |
| |
| |
| |
| Relapse Prevention and Harm Reduction | |
| |
| |
| What Can You Do to Keep Bad Things from Happening? | |
| |
| |
| Harm Reduction | |
| |
| |
| Ending Treatment When Trauma Resolution Has Not Been Completed | |
| |
| |
| Ending Treatment | |
| |
| |
| |
| Challenging Cases: Applying the Fairy Tale Model | |
| |
| |
| The Fairy Tale Revisited | |
| |
| |
| Exercise: Apply the Model | |
| |
| |
| The Importance of Using the Model | |
| |
| |
| Exercise: Case Consultation Using the Fairy Tale Model | |
| |
| |
| |
| 24/7-Helping the Child in Daily Life | |
| |
| |
| |
| Creating a Safe Environment | |
| |
| |
| Things Are Okay Now | |
| |
| |
| Adults Are Okay Now | |
| |
| |
| Things Can Get Better | |
| |
| |
| Physical Safety | |
| |
| |
| Emotional Safety | |
| |
| |
| Threats to Safety | |
| |
| |
| Exercise: How Safe Is Your Home or Workplace? | |
| |
| |
| The Safety Theme Approach | |
| |
| |
| Exercise: Make the Child's Environment Safer | |
| |
| |
| |
| Discipline Is Love | |
| |
| |
| Accentuate the Positive | |
| |
| |
| Eliminate the Negative | |
| |
| |
| Don't Mess with Mr. In Between | |
| |
| |
| Principles for Implementing Discipline Using a Positive Discipline Approach | |
| |
| |
| Time-Out | |
| |
| |
| Exercise: When We Don't Come Through | |
| |
| |
| Handling Our Own Emotions | |
| |
| |
| |
| Using Incentives for Success | |
| |
| |
| Sources of Motivation | |
| |
| |
| Point Systems | |
| |
| |
| Individual Behavior Contracts | |
| |
| |
| Designing a More Complex Contract | |
| |
| |
| Exercise: Develop an Individual Behavior Contract | |
| |
| |
| Implementing the Contract | |
| |
| |
| Problem Solving the Individual Behavior Contract | |
| |
| |
| Popcorn Points: Another Strategy Using Incentives | |
| |
| |
| |
| The Magic Words: Cognitive Interventions | |
| |
| |
| Stance of the Adult | |
| |
| |
| The Labeling Methods | |
| |
| |
| Exercise: Find the Magic Words | |
| |
| |
| |
| Trauma-Informed Psychological Assessment | |
| |
| |
| |
| Child Trauma Resources Online | |
| |
| |
| References | |
| |
| |
| Index | |