Greater numbers of children across the age spectrum are being identified as needing mental health assessment, intervention, and service, thus straining the capacities of practitioners and agencies. Withstanding these potential setbacks are the strength of the therapeutic relationship and the strength of relational connections with children, parents, families, and systems. Cohen Konrad’s text is grounded in humanism and the traditional social work theories of relationship with emphasis on three core concepts—relational connection, evidence-guided knowledge, and reflexivity—all of which are necessary to maintain a successful social worker-child-family dynamic. Child and Family Practice: A Relational Perspective is an essential text that presents important guidelines and principles for working with children, their families, and their service-providing organizations. Cohen Konrad emphasizes the relational perspective, which places value on human relationships, particularly those that children establish with primary care givers and helping professionals encountered during times of crisis. With this text students can connect theory to evidence-based practice and use realistic case studies for classroom role-play and engaging discussion. Cohen Konrad's goal is to help students connect science, theory, and the human qualities necessary to effect positive change and inspire hope in the lives of children and families. Features Complete instructor’s manual with classroom-ready PowerPoints Text boxes summarize core concepts and research findings Case scenarios illustrate real-world application of relational principles Relational practice chapters provide sample solutions to acute social issues with children “An outstanding example of thorough, thoughtful content. Cohen Konrad's passion for the deliverance of effective service to children and families seems to seep between the lines, which adds to the positive impact . . . I am amazed at her consistent ability to tackle a complex subject, provide a brilliant summary, and illustrate key points with intriguing and relevant examples of how this knowledge should translate into good social work practice, that is, relational practice.’” — Penny Tropman, ACSW Contents Preface Chapter 1: Practice with Children and their Families: A Relational Practice Perspective The Legacy of the Relational Practice Perspective Hypothetical Case Examples The Boy in the Waiting Room—Part 1 Early Assessments Comparative Analysis The Relational Practice Perspective: An Overview Guiding Principles of the Relational Perspective Relational Perspectives and Organizational/Community Practice Evidence, Science & the Relational Practice Perspectives Reflexivity with a Relational Practice Perspective The Boy in the Waiting Room—Part 2 Summary References Chapter 2: Early Experiences Matter
Science in Action Relationship and the Brain Infant Mental Health Research Early Childhood Development Early Investment in Child Development Early Childhood Adversity and Health Stress and its Impacts Economic Disadvantage and Childhood Economic Disadvantage and Children with Health Conditions Poverty and Stigma—The Child’s View Family Resilience Summary References
Chapter 3: Learning How to Love
What is Attachment? History of Attachment Theory Attachment and the Brain: Science and Practice Patterns of Attachment Secure Attachment Insecure Attachment: Avoidant and Resistant/Ambivalent Styles Disorganized Attachment and Reactive Attachment Disorder Variations in Attachment Styles and Confounding Factors Enduring Bonds Attachment Theory and Adolescents Attachment Theory and Reflexive Practice Attachment as a Human Right Summary References Chapter 4: Child-centered Assessment: Lives in Translation
Child-centered Assessment and Formulation Child-centered Assessment Biological Domain Psychological Domain Social Domain Relational Domain Cultural and Spiritual Domain Multiple Perspectives and Assessment Errors The Child’s Perspective Final Product Contemporary Child-centered Assessments: Limitations & Accommodations Applications of Child-centered Assessments Traditional Assessment: Oscar Relational Child Assessment: Oscar Reflection on Two Case Assessments Summary References Chapter 5: Therapeutic Conversations with Children
Being Sure of You Environments of Trust Qualities of Child-centered Conversations Preparation for Therapeutic Conversations The First Meeting Confidentiality, Communication & Children Conversations in Practice: Kahlila Johnson, 4-years-old Reflections of a First Conversation Conversations as Co-Productions Difficult Conversations Actions Speak Louder than Words Narrative Therapy: Stories as Communication Metaphor, Narrative, & Communication Communicating through Art Reflexivity and Child-centered Communication Reflections on Avner, age 6 Summary References Chapter 6: Working with Parents
Parents in Child-centered Practice The Social Construction of Parenthood Partnering with Parents Building and Strengthening Relationships with Parents Parents Do the Best They Can Caveat Diverse Parent Populations Parents of Children with Chronic Health Conditions Transcultural Parent-Worker Alliances Same Sex and Gender-nonconforming Parents Working with Disenfranchised Parents: Meet the Barrons Summary References Chapter 7: Play & Expressive Therapies
The Right to Play Pioneers of Play Therapy Evidence for the Art of Play Guiding Principles of Play Therapy Approaches to Play Therapy Non-directive Play Therapy Structured an Directive Play Therapy Cognitive-behavioral Play Therapy Sensorimotor Approaches and Play Play Therapy meets the Dodo Bird Verdict Endings with Children Tools of the Trade The Playroom Play Materials Summary References Chapter 8: Working with Adolescents
No Longer Children Great Expectations Physical and Cognitive Changes Psychological Development Peer and Social Pressures Mental Health Problems in Adolescence Resilience and the Characteristics of Caring Parenting Adolescents Exemplary Model: Boulder Tech’s Greenhouse Management Program Summary References Chapter 9: Neurodiversity & Developmental Disabilities of Childhood
All Kinds of Minds An Overview of Autism Spectrum Disorders Treatment Approaches Unexpected Lives Children with Tourette’s Syndrome Special Education Children’s Rights & Family Quality of Life TEACCH: An Exemplary Model for Working with People with Autism Spectrum Disorders The Adaptive Dance Program: An Exemplary Model for Engaging Children With Down Syndrome in Social Interaction Summary References Chapter 10: Family Disruption and Ambiguous Losses
Wounds of the Heart Impact of Divorce Infancy and Toddlerhood Preschool and Young School-aged Children Older School-aged Children Adolescents Models of Post-separation Parenting Children’s Best Interests and Voices The Kids First Center: An Exemplary Program for Children and Changing Families Ambiguous and Disenfranchised Losses in Childhood Parental Deployment Parental Incarceration Children of Parents with Chronic Physical and Mental Health Conditions Summary References Chapter 11: Death and Grief in Childhood
Making Sense of Death Children’s Perspectives Infants and Preschoolers School-aged Children (7-12) Adolescents The Death of a Parent Sibling Death Parental Perspectives The Dying Child The Center for Grieving Children: An Exemplary Program for Children Who Experience Loss & Death Summary References Chapter 12: The Impact of Violence on Children
Witnessing Violence Living with Interpersonal Violence Child Development and Family Violence Parent Responses to Domestic Violence Leaving Violent Relationships Children of Murdered Family Members Children’s Perspectives Domestic Violence and Child Protection Community Violence and Children Impact of TV and Other Media Hope and Intervention Summary References Chapter 13: Children of the World
The Faces of Children Cultural Knowing Cultural Competence and Professional Standards Immigrant and Refugee Children & Families Found Hope Parents of Refugee and Immigrant Children The Forgotten People The Cultures Within Practice Considerations Summary References Epilogue About the Author Shelley Cohen Konrad (PhD, Simmons College; LCSW) is associate professor of social work at the University of New England and director of the Center for Excellence in Interprofessional Education. She is a clinical social worker specializing in work with children and families, especially those with chronic health conditions and disabilities. Cohen Konrad's publications focus on the importance of caring and relational practice with children, parents, and oppressed populations and on teaching future health professionals relational communication skills. |