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| List of Tables | |
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| List of Figures | |
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| List of Cases | |
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| An Ecological-Developmental Framework for Helping Children | |
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| The Challenge of Meeting Children's Needs | |
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| The Social Context of Children's Lives | |
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| The Case of Jacob, Age 10, and Damien, Age 14 | |
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| Emotional and Behavioral Problems | |
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| An Ecological Perspective on Etiology | |
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| Current Issues in Social Work with Children | |
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| Concluding Comments | |
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| Discussion Questions | |
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| Necessary Background for Helping Children | |
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| Understanding the Multifaceted Role of the Social Worker | |
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| The Case of Jos�, Age 6� | |
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| Commitment to a Core of Values and Code of Ethics | |
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| The Essential Knowledge Base for Work with Children | |
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| Necessary Competencies in Work with Children | |
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| Avoiding Potential Pitfalls in Work with Children | |
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| Supervision and Self-Monitoring of Practice | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercises | |
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| Recommended Texts on Child Biological, Psychological, and Social Development | |
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| The Process of Helping Children: A Running Case Illustration of a Child in a Single-Parent Homeless Family | |
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| Building Relationships with All Relevant Systems | |
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| The Case of Barbie, Age 10 | |
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| Identification of the Need for Services | |
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| Interagency Collaboration on Behalf of Children and Families | |
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| Establishing Professional Relationships | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercises | |
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| The Biopsychosocial Assessment of the Child | |
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| What Is an Assessment? | |
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| The Assessment Process | |
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| Determining Who/What Is to Be Assessed | |
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| Obtaining Collateral Information | |
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| Order and General Guidelines for Assessment | |
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| Assessment Tools | |
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| Summarizing the Relevant Data | |
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| A Sample Biopsychosocial Assessment Summary: Barbie Smith | |
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| Feedback/Review with Parents and Other Professionals | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercise | |
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| Contracting, Planning Interventions, and Tracking Progress | |
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| Contracting: Engaging Clients and Identifying Their Needs | |
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| Planning Interventions | |
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| Tracking Progress and Terminating | |
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| Update on the Smith Family: 1995 | |
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| Update on Barbie: 2002 | |
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| Update on Barbie: 2010 | |
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| Concluding Comments | |
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| Discussion Questions | |
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| Different Methods of Helping Children | |
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| Working with the Family | |
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| Two Distinct Helping Approaches: Child-Centered and Family Therapy | |
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| An Integrated Child and Family Model | |
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| Different Levels of Family Involvement | |
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| Ethical Challenges in Family Work | |
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| Two Problems That Require an Integrated Model of Child and Family Therapy: Attention-Deficit/Hyperactivity Disorder and Childhood Obesity | |
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| Attention-Deflcit/Hyperactivity Disorder | |
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| Childhood Obesity | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercises | |
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| Individual Play Therapy | |
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| Rationale for Working Separately with the Child | |
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| Selected Play Therapy Techniques | |
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| Using the Child's Play Therapeutically | |
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| Letting the Child Direct the Play | |
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| Different Child Therapy Approaches | |
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| Parent and Child Cognitive-Behavioral Approaches: The Case of Linda, Age 10 | |
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| Concluding Comments | |
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| Discussion Questions | |
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| Group Work with Children | |
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| Rationale for Use of Groups | |
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| Different Types of Groups for Children | |
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| Considerations in Planning a Group for Children | |
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| Example of a Remedial Skills-Based Group: Group Play Interventions for Children with ADHD | |
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| Example of a Supportive School-Based Group: Banana Splits Groups for Children of Divorce | |
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| Example of a Psychoeducational Group: Crisis Intervention Groups Following Disasters | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercise | |
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| School-Based Interventions | |
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| School-Home-Community Partnerships | |
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| Additional �Outside� Influences on the School: Legislation | |
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| Overview of the Role of the School Social Worker | |
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| Issues in Interprofessional Collaboration | |
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| Children with Special Needs | |
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| The Case of Pedro, Age 7 | |
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| Concluding Comments | |
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| Discussion Questions | |
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| Helping Children in Special Circumstances | |
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| Children Living in Kinship and Foster Home Placements | |
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| Beliefs about the Best Interests of the Child | |
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| Determining the Need for Placement | |
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| Different Levels of Care | |
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| Typical Issues for Children in Placement | |
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| Interventions with the Children | |
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| Interventions with the Foster Parents | |
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| The Role of the Social Worker in Child Welfare | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercise | |
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| Children in Single-Parent, Divorcing, and Blended Families | |
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| Issues of Loss and Multiple Stressors | |
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| Assessment of the Impact of Family Circumstances on the Child | |
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| Goals for Helping Children in Divorcing or Blended Families | |
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| Custody Disputes: Children �Caught in the Middle� | |
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| The Case of Charlie, Age 11 | |
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| Ethical Issues for Practitioners | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercise | |
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| Resources for Children in Divorced and Blended Families | |
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| Children in Families Affected by Illness and Death | |
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| The Case of Sabrina, Age 5� | |
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| Developmental Influences on Children's Understanding of Death | |
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| The Tripartite Assessment of the Bereaved Child | |
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| Issues in Sibling Death | |
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| Selected Helping Interventions for Bereaved Children | |
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| Update: Eight Years Later | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercises | |
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| Children in Substance-Abusing Families | |
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| Clarification of Terminology | |
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| Impact of Growing Up in a Substance-Abusing Family/Environment | |
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| Ethical Dilemmas and Pressures on Practitioners | |
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| Combining Individual and Family Helping Methods | |
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| Groups for Children of Substance-Abusing Parents | |
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| The Case of Vanessa, Age 9, and Vernon, Age 10 | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercises | |
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| Resource Materials | |
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| Child Victims and Witnesses of Family and Community Violence | |
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| Definition and Scope of the Problem | |
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| Impact of Exposure to Violence on Children and Implications for Treatment | |
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| The Assessment of the Child Victim and/or Witness of Family Violence | |
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| The Case of Elisa Izquierdo, Age 6 | |
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| The Assessment of the Traumatized Child: PTSD in Children | |
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| Selected Helping Methods | |
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| Example of Community Violence: The Case of Marta, Age 5, Whose Father Died in the New York World Trade Center Terrorist Attack | |
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| Group Approaches | |
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| Preventive Approaches to Family and Community Violence | |
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| Concluding Comments | |
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| Discussion Questions | |
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| The Interpersonal Violence of Bullying: Impact on Victims, Perpetrators, and Bystanders/Witnesses | |
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| Definitions and Impact of Bullying | |
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| Causes of Bullying | |
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| Cyberbullying or Internet Aggression | |
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| Anti-Bullying Intervention Programs | |
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| Concluding Comments | |
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| Discussion Questions | |
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| The Impact of a Changing World on Practice with and for Children | |
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| Factors Contributing to the Need for Services | |
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| The Case of Alexa, Age 8 | |
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| Trends in Direct Practice with Children | |
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| Concluding Comments | |
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| Discussion Questions and Role-Play Exercise | |
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| Appendices | |
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| Child-Related Professional Organizations | |
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| Child-Related Professional Journals | |
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| Training Programs and Certifications | |
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| Suppliers of Play Materials | |
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| Bereavement Resources | |
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| Forms for Assessment of the Bereaved Child | |
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| Forms for Assessment of the Child in Crisis | |
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| References | |
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| Author Index | |
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| Subject Index | |