Therapy with Children and Young People: Integrative Counselling in Schools and other Settings
Autor Colleen McLaughlin, Carol Hollidayen Limba Engleză Paperback – 12 dec 2013
As well as providing a solid ground in developmental theory, the authors explore the contextual and professional issues of working in a school setting. A wide range of activities and exercises (including using the creative arts to engage with young people through play, story, metaphor and imagery) help you to apply theory to practice in a new way. Challenging ethical dilemmas, such as sharing sensitive information and communicating with parents and teachers, are explored with the support of lively case studies.
Covering therapy with children from infant to secondary school, this book will be your essential resource if you wish to work therapeutically in schools.
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Specificații
ISBN-13: 9781446208328
ISBN-10: 144620832X
Pagini: 248
Dimensiuni: 170 x 242 x 14 mm
Greutate: 0.43 kg
Ediția:New.
Editura: SAGE Publications
Colecția Sage Publications Ltd
Locul publicării:London, United Kingdom
ISBN-10: 144620832X
Pagini: 248
Dimensiuni: 170 x 242 x 14 mm
Greutate: 0.43 kg
Ediția:New.
Editura: SAGE Publications
Colecția Sage Publications Ltd
Locul publicării:London, United Kingdom
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Recenzii
Drawing together the latest research, and filled with clear practice examples, this book is an excellent resource for counsellors and therapists in schools, as well as those who supervise and co-ordinate this work. Richly informed by theory and practice, the authors have also produced a readable, engaging and accessible text which will prove valuable to everyone involved in this area of therapy.
This book is a must-read for counselors and psychotherapists who work with children and young people. Colleen McLaughlin and Carol Holliday, also drawing on the expertise of other renowned practitioners in the field, have provided a comprehensive and engaging guide which will help all of us who work in this field to better find our way through the joys, challenges and complexities of working therapeutically with children and young people within multi-disciplinary contexts. This applies particularly to counselling in schools, but I would recommend this book to those who work therapeutically with children or young people in any setting. The ecological approach the authors propose valuably locates the therapist’s role within the wider picture around the child or young person, advocating wider involvement in this as a support for therapeutic work, while working through the professional issues arising.
This enlightened approach, informed by extensive practice and training experience, is further bolstered by the use of a relational and integrative framework for making sense of the unique
needs of each child or young person we might come into contact with, as well as lots of relevant and practical ideas to deepen and enliven therapy sessions. Practitioners will also find the detailed exploration of developmental stages and their implications for meeting the child or young person ‘where they are’ very useful, as well as the carefully considered discussions on ethical and professional aspects of their work. There is also a valuable section dedicated to working in schools, reflecting the importance of this setting as a base for the provision of counseling and psychotherapy for children and young people.
All of the themes discussed are supported across the book by well informed and presented use of relevant information, recent research and pertinent theory, as well as numerous composite case vignettes which bring the ideas and insights presented to life. This is the book many of us working in this field as practitioners and trainers have been waiting for, as it draws together the many strands which run through therapeutic work with children and young people to produce a vibrant collage of clinical, practical and creative elements which will stimulate thinking and support best practice. This book also provides an excellent introduction for those new to this area, or those training to work therapeutically in it. Colleen McLaughlin and Carol Holliday have more than done justice to the importance of providing high quality therapeutic interventions for our children and young people. Very strongy recommended.
This book is a must-read for counselors and psychotherapists who work with children and young people. Colleen McLaughlin and Carol Holliday, also drawing on the expertise of other renowned practitioners in the field, have provided a comprehensive and engaging guide which will help all of us who work in this field to better find our way through the joys, challenges and complexities of working therapeutically with children and young people within multi-disciplinary contexts. This applies particularly to counselling in schools, but I would recommend this book to those who work therapeutically with children or young people in any setting. The ecological approach the authors propose valuably locates the therapist’s role within the wider picture around the child or young person, advocating wider involvement in this as a support for therapeutic work, while working through the professional issues arising.
This enlightened approach, informed by extensive practice and training experience, is further bolstered by the use of a relational and integrative framework for making sense of the unique
needs of each child or young person we might come into contact with, as well as lots of relevant and practical ideas to deepen and enliven therapy sessions. Practitioners will also find the detailed exploration of developmental stages and their implications for meeting the child or young person ‘where they are’ very useful, as well as the carefully considered discussions on ethical and professional aspects of their work. There is also a valuable section dedicated to working in schools, reflecting the importance of this setting as a base for the provision of counseling and psychotherapy for children and young people.
All of the themes discussed are supported across the book by well informed and presented use of relevant information, recent research and pertinent theory, as well as numerous composite case vignettes which bring the ideas and insights presented to life. This is the book many of us working in this field as practitioners and trainers have been waiting for, as it draws together the many strands which run through therapeutic work with children and young people to produce a vibrant collage of clinical, practical and creative elements which will stimulate thinking and support best practice. This book also provides an excellent introduction for those new to this area, or those training to work therapeutically in it. Colleen McLaughlin and Carol Holliday have more than done justice to the importance of providing high quality therapeutic interventions for our children and young people. Very strongy recommended.
Cuprins
PART ONE: SETTING THE CONTEXT
Introduction - Colleen McLaughlin
The Child, The School, Counselling and Psychotherapy - Colleen McLaughlin
PART TWO: UNDERSTANDING AND WORKING WITH THE DEVELOPMENTAL TASKS OF CHILDHOOD AND ADOLESCENCE
Infancy: The foundations of learning and relating - Julia Buckroyd
Pre-school and the Early Years - Fiona Peacock
The Primary School Years - Clair Lewoski
Working with the Developmental Tasks of Adolescence during the Secondary School Years - Tracey Fuller
PART THREE: WORKING THERAPEUTICALLY WITH CHILDREN AND ADOLESCENTS IN SCHOOLS
The Therapeutic Relationship: Building a working alliance with children and adolescents - Carol Holliday
The Therapeutic Relationship: Conditions and processes - Carol Holliday
Working with Thinking, Feeling and the Importance of the Body - Carol Holliday
Creative Therapeutic Interventions - Carol Holliday
Intervening to Work with Other Relationships - Fiona Peacock
PART FOUR: PROFESSIONAL ISSUES IN COUNSELLING WITH CHILDREN AND ADOLESCENTS
Professional and Ethical issues in the Beginning and Ongoing Phases of Therapy in Schools - Tracey Fuller
‘Just because we can’t talk about the sessions, doesn’t mean we can’t talk’: Professional and Ethical Issues in the On-going and Ending Phases of Therapy - Eileen Armstrong
Psychotherapeutic Counselling in a Multi-Disciplinary Multi-Agency Environment - Fiona Peacock
Introduction - Colleen McLaughlin
The Child, The School, Counselling and Psychotherapy - Colleen McLaughlin
PART TWO: UNDERSTANDING AND WORKING WITH THE DEVELOPMENTAL TASKS OF CHILDHOOD AND ADOLESCENCE
Infancy: The foundations of learning and relating - Julia Buckroyd
Pre-school and the Early Years - Fiona Peacock
The Primary School Years - Clair Lewoski
Working with the Developmental Tasks of Adolescence during the Secondary School Years - Tracey Fuller
PART THREE: WORKING THERAPEUTICALLY WITH CHILDREN AND ADOLESCENTS IN SCHOOLS
The Therapeutic Relationship: Building a working alliance with children and adolescents - Carol Holliday
The Therapeutic Relationship: Conditions and processes - Carol Holliday
Working with Thinking, Feeling and the Importance of the Body - Carol Holliday
Creative Therapeutic Interventions - Carol Holliday
Intervening to Work with Other Relationships - Fiona Peacock
PART FOUR: PROFESSIONAL ISSUES IN COUNSELLING WITH CHILDREN AND ADOLESCENTS
Professional and Ethical issues in the Beginning and Ongoing Phases of Therapy in Schools - Tracey Fuller
‘Just because we can’t talk about the sessions, doesn’t mean we can’t talk’: Professional and Ethical Issues in the On-going and Ending Phases of Therapy - Eileen Armstrong
Psychotherapeutic Counselling in a Multi-Disciplinary Multi-Agency Environment - Fiona Peacock
Notă biografică
Descriere
Covering working with children from infancy to secondary school, this book is an essential resource for both trainees and practising therapists who wish to work in schools.