Working Therapeutically with Children. 0.0 / 5 ? Health & Social CareRevision UniversityAQA Created by: HannahAxfordCreated on: 16-01-18 17:06 Supervision Regular visits with a colleague to discuss what is happening and what to do next. 1 of 29 Deontological 'You must not break confidentiality'. 2 of 29 Teleological You can break confidentiality if it is to help the person. 3 of 29 Rights Based Balancing out the rights of the child's confidentiality and protection from harm. 4 of 29 Emotional Labour Hochschild (1983) assuming an emotional state for the purposes of work. 5 of 29 Sympathy Sharing someone's suffering. 6 of 29 Empathy Trying to understand what someone is feeling - putting your own emotions to one side. 7 of 29 Transference The helpee projects qualities/roles onto the helper from elsewhere - e.g the helpee behaves towards the helper as if they were a parent. 8 of 29 Counter-transference The Helper assumes the role that is being redirected on to them - e.g the helper behaves like a parent. 9 of 29 Core Conditions for therapeutic work Rogers (1957) - Empathy, Congruence (genuine and sincere) and UPR (unconditional positive regard - non judgemental warmth towards a child). 10 of 29 Signs of stress Babyish Behaviour (Regression), Denial, Avoidance (changing the subject), Repression (Loss of traumatic memories). 11 of 29 CARE Model Consitency, Accessibility, Responsiveness, Emotional Connectedness. (Pearce, 2017) 12 of 29 Secure Attachment The child know that her or his needs will be responded to 13 of 29 Avoidant Attachment The child knows the carer will be ok with her or him as long as they are quiet and compliant 14 of 29 Ambivalent Attachment (Resistant Attachment) The child knows the carer will respond to her or him as long as she or he ramps up the drama. 15 of 29 Disorganised Attachment The child has not learned a successful way of relating to the caregiver. 16 of 29 Three components of 'Emotional Intelligence' Emotional Awareness - Emotional Understanding - Emotional Management 17 of 29 Three things we need to reflect on after undertaking a session with a child. Progress of child - Your own emotional state - Anything that needs to be told to the parents - How did I do? 18 of 29 What is Gestalt? Hollistic View - When we work with the person, we work with the whole person. 19 of 29 Name three behaviours that might indicate a child is resisting a therapeutic process Avoid talking - Being Negative - Aggressive behaviour - One word answers - Distracting behaviour. 20 of 29 How should a helper address resitance Change the approach - Use play - Discuss why they are changing the subject. 21 of 29 Techniques that address the child's state in the 'here and now' Role Play - Play Dough - Restating Verbatim 22 of 29 How is Projective Play used to help a child express emotions or concerns Used as a boundary from the real world - e.g mum is not mum, she is the horse, dad is the cow etc. 23 of 29 Main development crisis of adolescence Identity vs. Role Confusion (Erikson) 24 of 29 What type of play can be particularly helpful when starting to work with children who have experienced loss Non-directive play. Where the helper doesn't set the agenda, the child chooses what they want to do. 25 of 29 Key Principles/Practices of anti-racism therapeutic work Competence - Be willing to learn more - Language - People may see you as the problem so be aware of this. 26 of 29 When is the best time to start thinking about ending a therapeutic relationship? Right from the beginning. 27 of 29 Examples of practices involved in a 'transitional' ending to a therapeutic relationship. Giving your number - One off check up session - Give a gift 28 of 29 Remember for the exam You don't have to reference, it's more about understanding of the course and how we can use our knowledge. 29 of 29
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