Counseling Psychology

Communicating With Children and Adolescents: Action for by Anne Bannister, Annie Huntington, Kate Kirk, Mario Cossa,

By Anne Bannister, Annie Huntington, Kate Kirk, Mario Cossa, Sue Jennings

At a time while expectancies and assumptions in regards to the supply of providers to childrens and youngsters are being reconfigured - for instance, round the rights of kids and kids as younger voters - adults are searching for to make sure that they convey companies in artistic and empowering methods, making sure that the critiques of children are actively solicited and inspired. motion equipment -communication tools utilizing the physique in addition to speech - supply non-threatening methods of speaking that are understood through kids of every age and from many cultures. This paintings areas motion equipment in a theoretical, technical and political framework and records examples of fine perform. dialogue of the appliance of motion how to paintings with youngsters makes a speciality of differing matters and populations, for instance youngsters and young people who face life-threatening health problems, or these concerned about peer counselling in colleges. Contributions from numerous varied nations emphasize the vast strength of motion tools to be used with youth. the amount might be of use to these drawn to exploring and figuring out why motion equipment are fairly beneficial while operating with teenagers.

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Extra info for Communicating With Children and Adolescents: Action for Change

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London: Jessica Kingsley Publishers. Jennings, S. (1995) Dramatherapy with Children and Adolescents. London: Routledge. Jennings, S. (1997) Dramatherapy Theory and Practice 3. London: Routledge. Jennings, S. (1998) Introduction to Dramatherapy: Ariadne’s Ball of Thread. London: Jessica Kingsley Publishers. Jennings, S. ’ Avalon Autumn 2001. IOA Foundation. Lahad, M. ’ In S. Jennings (ed) Dramatherapy Theory and Practice 2. London: Routledge. Lahad, M. ’ In E. Tselikas-Portmann (ed) The Myth of the Saviour in Supervision and Dramatherapy.

And Robinson, G. (1988) B/G-Steem: A Self-esteem Scale with Locus of Control Items. Bristol: Lucky Duck. L. 8. New York: Beacon House. M. and Goenjian, A. A. C. Mcfarlane and L. Weisaeth (eds) Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body and Society. New York: The Guilford Press. N. (1994) Affect Regulation and the Origin of the Self. Hillsdale, NJ and Hove: Lawrence Erlbaum. Terr, L. (1988) ‘What happens to early memories of trauma? ’ Journal of the American Academy of Child and Adolescent Psychiatry 27, 96–104.

2 All the children improved on measures of self-esteem and locus of control. Many severely sexually abused children either become over controlling (fearing that a loss of control will lead to further abuse), or they become resigned ‘victims’ who feel that they have no control whatsoever over their lives. The children in the groups, when assessed at the start, were either over-controlling or too passive, but after the groups their locus of control was more normal. In addition changes to the children’s behaviour were monitored by means of ‘Strengths and Difficulties questionnaires’ (Goodman 1997) given to teachers and parents before and after the group.

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