Treating Complex Trauma in Children and Their Families

Chapter 1: Introduction Empirical Support for ITCT Structure of this BookChapter

2: Effects of Complex Trauma in Children Complex Posttraumatic Events Effects of Complex Trauma Phenomena that may intensify, compound, or complicate trauma effects

Chapter 3: Central Aspects of ITCT-C Assessment-driven treatment Attention to complex trauma issues Early focus on immediate issues Focus on a positive working relationship with the therapist Customization Attention to attachment difficulties Skills development Titrated therapeutic exposure and exploration of trauma memories A flexible time-frame Advocacy and interventions at the system level Positive professional collaborations and therapist self-care

Chapter 4: Assessment Background and current assessment information Assessment of trauma exposure Evaluation of trauma-relevant symptoms Assessment measures that can be used in ITCT-C Assessment without psychological testing

Chapter 5: The Assessment-Treatment Flowchart for Children (ATF-C) and the Problems-to-Components Grid (PCG-C) The Assessment-Treatment Flowchart for Children Case example The Problems-to-Components Grid (PCG-C)

Chapter 6: Characteristics and Tools of the Therapy Environment The therapy office/agency environment Session consistency and safety Play therapy materials and resources

Chapter 7: Relationship Building and Support Expanding the Childas Sense of Identity Therapist behaviors that contribute to a positive therapeutic relationship Use of Play and Humor The role of attachment history for the therapist and the client Family therapy, group therapy, and advocacy to enhance the therapeutic relationship Advocacy and case management Dealing with Difficult Client-Therapist Relationship Challenges A special topic: Pet-Assisted Therapy or Sessions Involving Pets

Chapter 8: Safety Interventions Impediments to therapy Reporting suspected child abuse and neglect Ongoing monitoring of safety issues and interventions Suicidality and harmful behavior toward others: Assessment and interventions Possible safety issues during monitored visits Safety within the Therapy Sessions

Chapter 9: Psychoeducation General Focus of Psychoeducation Books and Other Materials Used in ITCT-C Other Approaches to Psychoeducation with Children Psychoeducation with Caretakers

Chapter 10: Advocacy and Systems Interventions Culture-Specific Advocacy Advocacy for economically disadvantaged clients Advocacy as therapy Mental Health Advocacy and Support for Caretakers Advocacy with Child Protection and Foster Care Systems Court/Legal systems Advocacy School Collaborations and Advocacy

Chapter 11: Distress Reduction and Affect Regulation Training Acute distress reduction Emotional regulation capacity

Chapter 12: Facilitating Positive Identity Resilience and its Relationship to Self-Esteem Specific interventions to enhance positive identity development, self-efficacy, and assertiveness

Chapter 13: Cognitive and Emotional Processing Preconditions for cognitive and emotional processing when addressing complex trauma Cognitive processing Emotional processing

Chapter 14:Relational/Attachment Processing Specific client attachment styles Avoidant Attachment Resistant/Ambivalent Attachment Disorganized Attachment Assessment of attachment disturbance Relational processing of complex trauma effects

Chapter 15: Interventions with Caretakers ITCT-C Caretaker Interventions: Multiple Modalities Individual psychotherapy with caretakers Coupleas sessions Conjoint/dyadic caretaker-child interventions Support, Education, and Parenting Skills The caretaker support module Follow-up group

Chapter 16: Family Therapy Who to include in family therapy sessions? Cultural factors to consider When should family therapy be considered? What improves the likelihood of effective family therapy? Impacts of systems issues on families Family Therapy Interventions ITCT-C Family Therapy Module for SessionsChapter 16: Family Therapy Who to include in family therapy sessions? Cultural factors to consider When should family therapy be considered? What improves the likelihood of effective family therapy? Impacts of systems issues on families Family Therapy Interventions ITCT-C Family Therapy Module for SessionsChapter 17: School-Based and Other Adaptation of ITCT-C School-based ITCT-C interventions The ITCT-C school-based group modelChapter 18: Supervision and Therapist Self-Care Common reactions and feelings in therapists working in the trauma field Supervision and consultation Team-building and support Further training and professional development Personal therapy Developing a mindful perspective Self-careAppendicesReferencesChapter 17: School-Based and Other Adaptation of ITCT-C School-based ITCT-C interventions The ITCT-C school-based group modelChapter 16: Family Therapy Who to include in family therapy sessions? Cultural factors to consider When should family therapy be considered? What improves the likelihood of effective family therapy? Impacts of systems issues on families Family Therapy Interventions ITCT-C Family Therapy Module for SessionsChapter 17: School-Based and Other Adaptation of ITCT-C School-based ITCT-C interventions The ITCT-C school-based group modelChapter 18: Supervision and Therapist Self-Care Common reactions and feelings in therapists working in the trauma field Supervision and consultation Team-building and support Further training and professional development Personal therapy Developing a mindful perspective Self-careAppendicesReferencesChapter 18: Supervision and Therapist Self-Care Common reactions and feelings in therapists working in the trauma field Supervision and consultation Team-building and support Further training and professional development Personal therapy Developing a mindful perspective Self-careAppendicesReferences