Download Short-Term Play Therapy for Children, Second Edition by Heidi Gerard Kaduson PhD RPT-S, Charles E. Schaefer PhD PDF
By Heidi Gerard Kaduson PhD RPT-S, Charles E. Schaefer PhD
This quantity offers quite a few play ways that facilitate kid's therapeutic in a shorter time-frame. important for any clinician trying to optimize restricted time with consumers, the ebook presents powerful equipment for treating young children being affected by such demanding situations as posttraumatic pressure illness, nervousness, disruptive habit, temper problems, attention-deficit/hyperactivity disease, and parental divorce. person, relatives, and workforce remedy versions are defined and illustrated with richly designated case examples. that includes session-by-session directions, chapters reveal find out how to have interaction consumers quickly, boost applicable remedy ambitions, and enforce rigorously established short interventions that yield lasting effects. New to This variation: *All chapters were revised. *New chapters on bipolar sickness, PTSD, relations and team sand play, and mum or dad education techniques.
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Short-Term Play Therapy for Children, Second Edition
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Additional resources for Short-Term Play Therapy for Children, Second Edition
Sample text
SOMATIC MANAGEMENT (OR RELAXATION) Relaxation training can be part of CBPT by modeling a state of calm for the child. There are various ways in which this might be done, such as by teaching a puppet muscle relaxation or deep breathing and having the child observe. Books and tapes are often used with young children. An example is the book Cool Cats, Calm Kids (Williams, 1996), which models relaxation skills through the body posture and “self-statements” of cats. In addition, alternatives such as helping the child engage in relaxing activities and more calming play can be used in place of teaching specific relaxation skills.
He would become upset when he heard sirens or saw fire trucks. The therapist wrote a brief story about a child who experienced similar fires. The child in the story told his family about his fears, learned to talk about his feelings, and felt safe when he went to bed at night. Although the therapist wrote the book because of the age of the child in treatment, the child helped illustrate the book during treatment sessions, and it was read to him by the therapist over the course of several sessions and by his parents at home (Knell, 1993a).
The purpose is for the child to understand his or her diagnosis and how treatment will alleviate symptoms of fear and anxiety. 2. Somatic management primarily refers to relaxation training. Children Cognitive-Behavioral Therapy for Anxiety and Phobias 29 are taught techniques such as deep breathing and muscle relaxation for the purpose of reducing autonomic arousal and physiological responses associated with anxiety. 3. Cognitive restructuring is taught to identify, challenge, and change maladaptive thinking to positive, realistic thinking.