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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 | |