| |
| |
| List of Illustrations and Tables | |
| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| |
| What Is Trauma? | |
| |
| |
| |
| Critical Aspects of Treatment | |
| |
| |
| Returning to the Pain | |
| |
| |
| Developmentally Sequenced Treatment | |
| |
| |
| Involvement of Child's Caregivers | |
| |
| |
| Direct, Open ApproachIntense, Fun Style | |
| |
| |
| Multidimensional Strategy | |
| |
| |
| Hidden Trauma-Reactive Behaviors | |
| |
| |
| Therapist's Responses to Children's Experiences | |
| |
| |
| Summary | |
| |
| |
| |
| Traumagenic States to Be Considered in Treatment Planning | |
| |
| |
| Self-Blame | |
| |
| |
| Powerlessness | |
| |
| |
| Loss and Betrayal | |
| |
| |
| Fragmentation of Bodily Experience | |
| |
| |
| Stigmatization | |
| |
| |
| Eroticization | |
| |
| |
| Destructiveness | |
| |
| |
| Dissociative/Multiple Disorder | |
| |
| |
| Attachment Disorder | |
| |
| |
| Summary | |
| |
| |
| |
| Guidelines for Evaluation and Treatment Planning | |
| |
| |
| Clarifying Needs, Expectations, and the Therapist's Role | |
| |
| |
| Physical Examination | |
| |
| |
| Comprehensive Background Information | |
| |
| |
| Parent Interviews | |
| |
| |
| Collateral Interviews | |
| |
| |
| Child Assessment | |
| |
| |
| Written Report | |
| |
| |
| Summary | |
| |
| |
| |
| Basic Treatment Process | |
| |
| |
| Communication | |
| |
| |
| Sorting OutEducation | |
| |
| |
| Perspective | |
| |
| |
| Summary | |
| |
| |
| |
| Explaining Therapy to the Child | |
| |
| |
| Explanatory Metaphors | |
| |
| |
| Summary | |
| |
| |
| |
| Self-BlameResponsibility | |
| |
| |
| Creative Support for INMF | |
| |
| |
| Privacy versus Secrecy | |
| |
| |
| Religious Support | |
| |
| |
| Summary | |
| |
| |
| |
| Powerlessness | |
| |
| |
| Empowering Process | |
| |
| |
| From Victim to Survivor | |
| |
| |
| Summary | |
| |
| |
| |
| Destructive/Abusive Behaviors | |
| |
| |
| Protection | |
| |
| |
| Control | |
| |
| |
| Underlying Issues | |
| |
| |
| Community Members as Clinical Helpers | |
| |
| |
| Dual Focus for Victim-Victimizing Child | |
| |
| |
| Summary | |
| |
| |
| |
| Body Integrity | |
| |
| |
| Body Awareness | |
| |
| |
| Emotions Related to Body Trauma | |
| |
| |
| Education Related to Body Trauma | |
| |
| |
| Child's Perspective of Body Trauma | |
| |
| |
| Summary | |
| |
| |
| |
| The Dissociatively Disordered Child | |
| |
| |
| Dissociative Disorders | |
| |
| |
| Multiple Personality Disorder | |
| |
| |
| Diagnosing Dissociative Disorders | |
| |
| |
| Treating the Dissociatively Disordered | |
| |
| |
| Summary | |
| |
| |
| |
| Attachment Disturbance | |
| |
| |
| Loss and Disruption | |
| |
| |
| Reunification | |
| |
| |
| Impaired Attachment | |
| |
| |
| Summary | |
| |
| |
| |
| Social Rehabilitation | |
| |
| |
| The Socially Inept Child | |
| |
| |
| The Eroticized Child | |
| |
| |
| The Agitated Child | |
| |
| |
| The Socially Inhibited Child | |
| |
| |
| Summary | |
| |
| |
| |
| Integration of Traumatizing Events | |
| |
| |
| Clarifying Why Returning to the Pain Is Necessary | |
| |
| |
| Restructuring the Traumatizing Event as a Victorious Survivor | |
| |
| |
| Dealing Directly with Traumatizing Events | |
| |
| |
| Experiencing Mastery | |
| |
| |
| Summary | |
| |
| |
| |
| Open-Door Termination | |
| |
| |
| |
| Crisis Intervention in Large-Scale Disasters | |
| |
| |
| Authority: Who's in Charge? | |
| |
| |
| Obtain Current Information | |
| |
| |
| Assessment and Interventions | |
| |
| |
| Resources | |
| |
| |
| Post-Disaster Follow Up | |
| |
| |
| Summary | |
| |
| |
| |
| Techniques and Exercises | |
| |
| |
| |
| Theoretical, Developmental, and Experiential Foundations:A Personal Story | |
| |
| |
| Bibliography | |
| |
| |
| |
| Resources | |
| |
| |
| |
| Behavioral Checklist to Help Aid Identification of MPD in Children and Adolescents | |
| |
| |
| |
| How to Recognize Why a Child's Behavior Activity and Learning Ability Changes | |
| |
| |
| |
| The Children's Garden Attachment Model | |
| |
| |
| |
| Child/Therapist Work ChartParent/Caregiver Work Chart | |
| |
| |
| |
| Parent/Child Supervision Guideline | |
| |
| |
| |
| Songs | |
| |
| |
| Index | |
| |
| |
| About the Author | |