Hope for Children of Trauma: An International Perspective synthesizes all the existing evidence, policy and practice from around the world for children and youth who have experienced different forms of complex trauma - such as abuse, neglect and war violence - and also presents a real advance in the literature, by covering new material from the author's extensive visits and collaborations in low and middle-income countries in Asia, Africa and Latin America. The book covers a historical and research overview of developments in trauma and child mental health, global policy and evidence on the…mehr
Hope for Children of Trauma: An International Perspective synthesizes all the existing evidence, policy and practice from around the world for children and youth who have experienced different forms of complex trauma - such as abuse, neglect and war violence - and also presents a real advance in the literature, by covering new material from the author's extensive visits and collaborations in low and middle-income countries in Asia, Africa and Latin America. The book covers a historical and research overview of developments in trauma and child mental health, global policy and evidence on the impact of trauma on child mental health. In particular, this book communicates real experiences through narratives and supporting photographic material from children in slum areas, orphanages or on the streets, and explores the application of therapeutic approaches by frontline practitioners, therapeutic interventions, service development and training programmes. Integrating testimonies, observations, therapeutic interventions and research findings, Hope for Children of Trauma shows how these problems can be addressed, and will be thought-provoking reading for child and adolescent mental health practitioners, NGOs and policy-makers.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Panos Vostanis is a is Professor of Child Mental Health at the University of Leicester and Visiting Professor at University College London.
Inhaltsangabe
Hope for Children of Trauma: A World Journey Panos Vostanis Taylor & Francis Table of Contents PREFACE CHAPTER 1: Ever Changing Approaches to Child Trauma Evolving concepts and attitudes towards children, trauma and mental health Complex trauma and its correlates Status and sources of evidence The whole is larger than the sum of parts: Why service modelling matters CHAPTER 2: Impact of Trauma on Child Mental Health The complex relationship between vulnerability and trauma Nature and extent of mental health problems Changing approaches to vulnerability and resilience The increasing influence of socioecological and resilience theories Inter-linked vulnerability and resilience factors through an ecological lens Conceptualizing resilience systems and their interactions CHAPTER 3: Child Vulnerability in a Global Context How much can we alter a child's life trajectory? High-income countries: Policy, evidence and emerging models, but "not everything that shines is gold" The constant flux of middle-income countries Low-income, developing or third world countries? CHAPTER 4: Looking for Answers: From Birmingham Shelters to Mumbai Slums Societal, cultural and economic changes Advances in practice and therapeutic approaches Service models: The weakest link Why hard-to-reach groups are also hard to research Principles and components of high-income countries service model for vulnerable children Why can we not just translate this model to low- and middle-income countries? CHAPTER 5: The Road to WACIT A Trail Blazer into the unknown Nearly impossible question, or just our own ignorance? Exploring readiness of systems and communities, strengths and challenges Partnerships, evidence and the preliminary WACIT model Building the model: The second WACIT phase The 6 Continents in 6 Weeks launch: More than mere symbolism CHAPTER 6: Level 1: Children's Safety should Permeate Policy, Attitudes and Environments Levels and thresholds of safety Policy and legislation Implementation in child care practice Shifting attitudes Thinking 'child', 'vulnerability' and 'mental health' Physical environments and people cannot be disentangled Interprofessional training means interprofessional care CHAPTER 7: Nurturing Attitudes and Approaches Parents and extended family Kinship care: Within-family or external placement? Adoptive parents: from assessment to permanency The wide spectrum of residential care staff needs Community practitioners' multiple roles CHAPTER 8: Building Resilience at School and in the Community Life never stops in the therapy room School-based interventions Involving communities: Exciting but largely untested opportunities The role of mentors A new experience of belonging Linking emotional literacy with a business nous The power of religion, religiosity and spirituality CHAPTER 9: Application of Therapeutic Approaches 'Therapeutic': A widely used and often misunderstood word Psychoeducation Behavioural strategies Family and attachment-based approaches Trauma-focused strategies: Usually expected, but where does one start and stop? Cognitive-behavioural and other applications CHAPTER 10: Therapeutic Interventions Making sense of traumatic memories Therapeutic relief by touching upon the trauma Indications and misunderstandings of medication Multimodal programmes and principles CHAPTER 11: Always a Service Model, whatever the Constraints Absence of service modelling Policy encompassing vulnerability The more 'inter' the better, but without dilution From joint care pathways to joint care plans No need for specialists, but rather for specialist competencies The importance of indirect service activities Genuine user participation Are we making impact? The ever growing and changing role of service evaluation High-income countries (HIC) Low- and middle-income countries (LMIC) CHAPTER 12: Training in a Service Context Service connotations and principles Inter-connectedness between training and service provision Learning objectives and format of delivery Trauma-related awareness and foundation knowledge Continuous professional development (CPD) or lifelong learning Optimizing the deceptively scary use of new technologies Organizational issues to be considered EPILOGUE BOOK REFERENCES BY CHAPTER
Hope for Children of Trauma: A World Journey Panos Vostanis Taylor & Francis Table of Contents PREFACE CHAPTER 1: Ever Changing Approaches to Child Trauma Evolving concepts and attitudes towards children, trauma and mental health Complex trauma and its correlates Status and sources of evidence The whole is larger than the sum of parts: Why service modelling matters CHAPTER 2: Impact of Trauma on Child Mental Health The complex relationship between vulnerability and trauma Nature and extent of mental health problems Changing approaches to vulnerability and resilience The increasing influence of socioecological and resilience theories Inter-linked vulnerability and resilience factors through an ecological lens Conceptualizing resilience systems and their interactions CHAPTER 3: Child Vulnerability in a Global Context How much can we alter a child's life trajectory? High-income countries: Policy, evidence and emerging models, but "not everything that shines is gold" The constant flux of middle-income countries Low-income, developing or third world countries? CHAPTER 4: Looking for Answers: From Birmingham Shelters to Mumbai Slums Societal, cultural and economic changes Advances in practice and therapeutic approaches Service models: The weakest link Why hard-to-reach groups are also hard to research Principles and components of high-income countries service model for vulnerable children Why can we not just translate this model to low- and middle-income countries? CHAPTER 5: The Road to WACIT A Trail Blazer into the unknown Nearly impossible question, or just our own ignorance? Exploring readiness of systems and communities, strengths and challenges Partnerships, evidence and the preliminary WACIT model Building the model: The second WACIT phase The 6 Continents in 6 Weeks launch: More than mere symbolism CHAPTER 6: Level 1: Children's Safety should Permeate Policy, Attitudes and Environments Levels and thresholds of safety Policy and legislation Implementation in child care practice Shifting attitudes Thinking 'child', 'vulnerability' and 'mental health' Physical environments and people cannot be disentangled Interprofessional training means interprofessional care CHAPTER 7: Nurturing Attitudes and Approaches Parents and extended family Kinship care: Within-family or external placement? Adoptive parents: from assessment to permanency The wide spectrum of residential care staff needs Community practitioners' multiple roles CHAPTER 8: Building Resilience at School and in the Community Life never stops in the therapy room School-based interventions Involving communities: Exciting but largely untested opportunities The role of mentors A new experience of belonging Linking emotional literacy with a business nous The power of religion, religiosity and spirituality CHAPTER 9: Application of Therapeutic Approaches 'Therapeutic': A widely used and often misunderstood word Psychoeducation Behavioural strategies Family and attachment-based approaches Trauma-focused strategies: Usually expected, but where does one start and stop? Cognitive-behavioural and other applications CHAPTER 10: Therapeutic Interventions Making sense of traumatic memories Therapeutic relief by touching upon the trauma Indications and misunderstandings of medication Multimodal programmes and principles CHAPTER 11: Always a Service Model, whatever the Constraints Absence of service modelling Policy encompassing vulnerability The more 'inter' the better, but without dilution From joint care pathways to joint care plans No need for specialists, but rather for specialist competencies The importance of indirect service activities Genuine user participation Are we making impact? The ever growing and changing role of service evaluation High-income countries (HIC) Low- and middle-income countries (LMIC) CHAPTER 12: Training in a Service Context Service connotations and principles Inter-connectedness between training and service provision Learning objectives and format of delivery Trauma-related awareness and foundation knowledge Continuous professional development (CPD) or lifelong learning Optimizing the deceptively scary use of new technologies Organizational issues to be considered EPILOGUE BOOK REFERENCES BY CHAPTER
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