Background Information: Christopher is an energetic and happy little boy who was referred to the ASIP department, at The Carolyn E. Wylie Center by his Inland Regional Center Case Service Coordinator, Elsa Douville. Christopher currently lives at home with his parent(s) Daniel and Gabriela Ibarra and 6 siblings. Christopher currently receives 30 hours of 1:1 intensive behavior modification therapy per month, in a clinic setting. Christopher has been receiving services since December 2015.
In psychiatric wards specifically, the use of seclusion is used to confine and restrict movement in disruptive-behaving children. Although this mechanism is supposed to promote behavioral change and correct disruptive behavior, it actually tends to spark newly manifested behavior, especially aggression. Essentially the question that is raised investigates what takes place in the use of seclusion and restraint to spark these developed behaviors and what could be changed about the processes to avoid it. To understand this question, many topics need to be understood to form an argument.
The students that attend this treatment center are students that cannot attend a regular school setting. The program is established to provide clinical, therapeutic, and educational services to children who experience psychiatric disorders and or are on the autism spectrum.
Psychotherapeutic Treatment: It is understandable that some children and teenagers will do everything they possibly can to avoid the feelings they are having. Yet, attempts to avoid or escape their emotions and feelings can make them worse, which is why I chose to implement trauma-focused cognitive-behavioral therapy (TF-CBT). This has been adaptive for many sexually abused victims and others, is actually developed for kids and is seen to be highly effective. It incorporates both behavioral and cognitive components as well implementing family and supportive elements. Some of the major components of the treatment are psychoeducation and parenting strategies, relaxation, affective expression and regulation, cognitive coping, trauma narrative and processing, in vivo exposure, conjoint parent child sessions and enhancing personal safety.
Introduction Children in foster care have been legally removed from their birth families and placed under the care and control of state-run child welfare agencies. Every year, almost 30,000 kids age out of the foster care system after childhoods when many moves from house to house and school to school (NPR). For most foster kids, as soon as they turn 18, they're cut off from a place to live and financial support. They're suddenly on their own, suddenly responsible to find housing, money, clothing, and food; while trying to continue their education, and in most cases, they give up pursuing the latter path. While other kids their age are still getting help from a parent or guardian.
It also gives the juveniles a chance to interact with fellow students. Seattle Social Development Program would be an excellent for the cooperation between the workers of foster homes and educators. This programs trains educators, parents, and possible foster care workers what how to notice if a child is likely to commit crimes. This type of training starts when the child is in elementary and strengthen the link between those involved (Araki,
SPARCS incorporates elements of CBT with a focus on mindfulness and problem-solving skills (De Rosa et. al., 2006). The intervention consists an average of 16 weekly group sessions that are about an hour in length. As adolescents increasingly value autonomy and independence during this stage of life, the influence of peer groups intensifies dramatically. Thus, a group intervention such as SPARCS may be especially powerful for this population and allow youths to connect with peers that are often experiencing similar traumas.
Custody sentences are for punishment, rehabilitation and education, however, there are different views to youth imprisonment. Some critics say if you commit a crime you should take responsibility and jail will give you a ‘short sharp shock’ and you will receive rehabilitation. Whilst some say it is damaging to children and would lead to further reoffending once they are out due to learning crimes off other criminals. Evidence does suggest that children who have more than one risk factor present are more than likely to be involved in criminal activities (Hopkins Burke, 2016 p. 232). There are three penal institutions sometimes called secure estates - local authority secure children's homes, secure training centres and young offender’s institutes.
The worse they could ever have to deal with is at their release from custody, they have to confront some difficulties with placement, when they are being rejected by some facilities for their history of violence, which could be a major blow for them. Another scenario is when some family members may be resistant or unable to provide care for them or may be worse, are no longer living. This is not the end of their nightmares since they are often facing difficulties with employability, personal adjustment and following up care.
Trauma will affect children’s development because it does give an impact to their emotion that relate to their behaviour. Traumatise children likely will develop fear and tend to be too sensitive into something that may remind them of the trauma and possibility being aggressive in such a way thinking they need to protect themselves. They tend to have lack in their emotion and may not coping themselves with their surrounding well. Difficulty to get themselves into the surrounding, chances they will reduce their involvement in learning or playing or being around with other people. For not having much interaction may affect their language development and probably having a social issue. With a lesser participation into something, will not helping
On Wednesday October 21st 2015, I attended a meeting with my preceptor to debrief about a program called Prevent Alcohol and Risk Related Trauma in Youth (PARTY). This meeting allowed me to reflect on the importance of professional accountability and responsibility in the context of empowerment and intersectoral collaboration. The purpose of debriefing was to discuss about a mock scenario that was held at Markham Stouffville hospital. The mock scenario was to inform students from four Markham High Schools, about the ways students can prevent themselves in participating in risky behaviors such as alcohol and drug use that can lead to fatal accidents. The program was implemented on October 15th 2015, and the debrief was held on October 21st 2015,
The emotional ,social and physical development of young children has an effect on their overall development and on the adult they will become. Sigmund Freud indicated how disruptions in stages of development may relate to current problems in adult hood for example :Trauma at an early stage in life may effectively prevent natural development through that stage this may then have a knock on effect in future stages causing development or learning problems for an adult .