DOCSLIB.ORG

The Extended Play-Based Developmental Assessment: Children

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Extended Play-Based Developmental Assessment: Children THE EXTENDED PLAY-BASED DEVELOPMENTAL ASSESSMENT: CHILDREN FIVE TO NINE YEARS OLD WITH TRAUMA HISTORY Janet R. O’Donnell A dissertation to fulfill the requirements for a DOCTOR OF PSYCHOLOGY IN COUNSELING PSYCHOLOGY at NORTHWEST UNIVERSITY 2012 Signatures have been omitted for security reasons. Approval Signatures: Committee Chair (Jacqueline N. Gustafson, Ed.D.) Date Committee Member (Sarah B. Drivdahl, Ph.D.) Date Committee Member (K. Kim Lampson, Ph.D.) Date Dean of College of Social and Behavioral Sciences (Matt Nelson, Ph.D.) Date Abstract Children who have experienced trauma and abuse require special provisions to navigate successfully through the initial phase of therapy, in particular the assessment process (Briere, Johnson, Bissada, Damon, Crouch, & Gill, 2006; Nader, 2008), which suggests the use of a more child friendly, play-based model of assessment (Shelby & Berk, 2009; Cattanach, 2008; Gil, 2006; Greenspan & Greenspan, 2003). The Extended Play-Based Development Assessment (EPBDA), developed by Eliana Gil (2011), is an integrated assessment model that uses directive and nondirective play approaches, intended to recognize the developmental levels of the different ages, and offers a step by step procedure for standardized use. The purpose of this study was to explore the experiences of participants using the EPBDA following a qualitative, collective case design. Data collection included interviews, questionnaires, direct observation, therapist field notes, and audio/visual materials. The participants included four children with a trauma history, between the ages of five and nine years of age. Further, the study examined the experiences of the parents and therapist. From the constructivism perspective, this study focused on the participant’s viewpoint, the play room setting in which experiences were made, and the meanings behind those experiences. Themes that emerged from this study included the experiences of enjoyment, calmness, and enrichment. Conclusions drawn from this study are in close alignment with the theoretical material that justifies play-based assessment as a practical clinical method. The results of this study will contribute to the body of knowledge in play therapy and the assessment of children with a trauma history; moreover, this study utilized a practical model that a therapist can easily replicate in clinical practice and research. Table of Contents Acknowledgments................................................................................................................ i List of Tables......................................................................................................................... ii I. Introduction to the Study................................................................................................... 1 Background.................................................................................................................. 2 Information about the Study......................................................................................... 4 The Research Problem/Question.................................................................................. 6 Methodology................................................................................................................. 6 Assumptions and Limitations........................................................................................ 7 Significance.................................................................................................................. 8 Summary........................................................................................................................ 8 II. Literature Review............................................................................................................ 9 Introduction.................................................................................................................. 9 Theories in Child Development.................................................................................... 9 Jean Piaget.............................................................................................................. 10 Lev Vygotsky.......................................................................................................... 12 Trauma.......................................................................................................................... 15 Play Therapy.................................................................................................................. 16 Directive and Nondirective Play.............................................................................. 18 Summary......................................................................................................................... 21 III. Research Design and Methodology.................................................................................. 23 Introduction.................................................................................................................. 23 Rationale for Qualitative Research................................................................................ 23 Overview of Research.................................................................................................... 24 Credibility of Therapist................................................................................................. 24 Participants.................................................................................................................... 25 Procedures..................................................................................................................... 25 Video Recordings..................................................................................................... 26 Human Subjects Review Board................................................................................ 26 Materials.......................................................................................................................... 27 Setting............................................................................................................................ 27 Data Collection and Analysis......................................................................................... 28 Summary.........................................................................................................................29 IV. Data Analysis.................................................................................................................. 31 Introduction.................................................................................................................... 32 Snapshot of Children...................................................................................................... 32 Andrew...................................................................................................................... 32 Bobby........................................................................................................................ 32 Carlton...................................................................................................................... 33 Dawn......................................................................................................................... 33 Findings.............................................................................................................................. 33 Video Observation...................................................................................................... 33 Coding Behaviors.................................................................................................... 34 Overvi ew of Behaviors.......................................................................................... 35 Categories and Themes .......................................................................................... 36 Child Questionnaire..................................................................................................... 37 Parent Questionnaire.................................................................................................... 39 Therapist Field Notes and Questionnaire................................................................. 41 Triangulation.................................................................................................................. 43 Summary........................................................................................................................ 43 V. Conclusion and Implications............................................................................................ 45 Introduction.................................................................................................................. 45 Conclusions of the Study.............................................................................................. 45 Calmness.................................................................................................................. 46 Enjoyment................................................................................................................ 47 Enrichment.............................................................................................................. 48 Implications of Clinical Practice.................................................................................. 48 Implications for Future Research................................................................................. 49 Limitations...................................................................................................................
Load more

Recommended publications
  • The California Child Abuse & Neglect Reporting Law Issues and Answers for Mandated Reporters
    The California Child Abuse & Neglect Reporting Law Issues and Answers for Mandated Reporters California Department of Social Services Office of Child Abuse Prevention Table of Contents Acknowledgements i Introduction ii The Reporting Law. 1 Why What Who When To whom Immunity Other protections Liabilities Feedback Identification . 7 Environment Problems Parental clues Physical indicators Behavioral indicators Guidelines to Determine Reasonable Suspicion . 10 Assessment with a verbal child Physical abuse Sexual abuse Neglect Emotional abuse Additional factors in the assessment process Assessment with a nonverbal child Assessment with the family What to tell the parents/caretakers Assessment of false allegations The Major Treatment Issues. 16 Confidentiality Therapist’s reactions to working with abuse Helpful interventions Non-helpful interventions Questions Often Asked . 21 1. Who am I to say what is abusive? 2. What if I make a mistake? 3. What is the fine line between abuse and discipline? 4. What if the abuse occurred in the past? 5. What if an adult state he/she was abused as a child? 6. What about testifying in court? 7. What age child is most at risk of abuse? 8. What is the difference between children’s "normal" sex play and sexual abuse? 9. What is the reporting responsibility regarding sexually active minors? 10. Are clergy mandated to report? 11. Are alcoholism programs exempt from reporting? 12. May I make an anonymous report? 13. What happens after a report is made? 14. Does a positive toxicology screen at the time of delivery require a child abuse report? 15. Should a person’s culture be considered in determining if a report should be made? 16.
    [Show full text]
  • “Parents and Children's Experiences in Family Play Therapy”
    Parents’ and Children’s Experiences in Family Play Therapy By Catherine L. McMonigle Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Masters of Science in Human Development Eric McCollum Committee Chair Eliana Gil Committee Member Angela Huebner Committee Member April 30, 2008 Falls Church, Virginia Keywords: play therapy, family play therapy, perceptions, experiences, parents, children Copyright 2008, Catherine L. McMonigle Parents’ and Children’s Experiences in Family Play Therapy By Catherine L. McMonigle (ABSTRACT) Family Play Therapy is a creative therapeutic approach to engage children in therapy in the context of their family system. While the young field of family play therapy offers both the benefits of family therapy and play therapy, research concerning its efficacy is largely unavailable. The purpose of this qualitative study was to understand the experience of family play therapy in context of child sexual abuse treatment, from the perspective of child clients and their parents. A secondary purpose of this descriptive study was to provide contextual data to inform future quantitative research on family play therapy. In separate, semi-structured and open-ended interviews, eight children and their non-offending parents described their therapy experience of the family puppet interview intervention, in which they created and acted out a story with puppets. Participants’ descriptions of their experience revealed five broad themes: (1) the perceived benefits of play (what participants liked), (2) parents feelings about play as a medium, (3) parent’s perceived role in the session, (4) children’s thoughts about family participation in therapy, and (5) suggestions for improvement.
    [Show full text]
  • Contemporary Developments in Child Protection
    Contemporary Developments in Child Protection Volume 3: Broadening Challenges in Child Protection Edited by Nigel Parton Printed Edition of the Special Issue Published in Social Sciences www.mdpi.com/journal/socsci Nigel Parton (Ed.) Contemporary Developments in Child Protection Volume 3 Broadening Challenges in Child Protection This book is a reprint of the special issue that appeared in the online open access journal Social Sciences (ISSN 2076-0760) in 2014 (available at: http://www.mdpi.com/journal/socsci/special_issues/child_protection). Guest Editor Nigel Parton University of Huddersfield, Queensgate, Huddersfield, HD1 3DH UK Editorial Office MDPI AG Klybeckstrasse 64 Basel, Switzerland Publisher Shu-Kun Lin Editorial Manager Alistair Freeland 1. Edition 2015 MDPI • Basel • Beijing • Wuhan ISBN 978-3-03842-086-6 (PDF) Volume 1 - 3 ISBN 978-3-03842-087-3 (PDF) Volume 1 ISBN 978-3-03842-088-0 (PDF) Volume 2 ISBN 978-3-03842-089-7 (PDF) Volume 3 © 2015 by the authors; licensee MDPI, Basel, Switzerland. All articles in this volume are Open Access distributed under the Creative Commons Attribution 3.0 license (http://creativecommons.org/licenses/by/3.0/), which allows users to download, copy and build upon published articles even for commercial purposes, as long as the author and publisher are properly credited, which ensures maximum dissemination and a wider impact of our publications. However, the dissemination and distribution of copies of this book as a whole is restricted to MDPI, Basel, Switzerland. III Table of Contents List of Contributors ............................................................................................................... V About the Guest Editor ........................................................................................................VII Preface ................................................................................................................................. IX Gerald Cradock Who Owns Child Abuse? Reprinted from: Soc.
    [Show full text]
  • The Role of Mental Health Professionals in the Prevention and Treatment of Child Abuse and Neglect
    The Role of Mental Health Professionals in the Prevention and Treatment of Child Abuse and Neglect Marilyn Strachan Peterson Anthony J. Urquiza 1993 U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families National Center on Child Abuse and Neglect This manual was developed and produced by The Circle, Inc., McLean, VA, under Contract No. HHS-105-88-1702. www.CE-credit.com Your Continuing Education Resource www.CE-credit.com Your Continuing Education Resource TABLE OF CONTENTS Page PREFACE i ACKNOWLEDGMENTS iii INTRODUCTION 1 The Mental Health Professional and Child Abuse 1 Mental Health Disciplines and Child Abuse Intervention 1 Psychiatry 2 Psychology 2 Clinical Social Work 3 Psychiatric Nursing 3 Counseling 3 Art Therapy/Expressive Arts Therapy 4 Child Abuse Intervention as a Subspecialty 4 ROLES OF MENTAL HEALTH PROFESSIONALS WORKING WITH ABUSED AND NEGLECTED CHILDREN AND THEIR FAMILIES 7 Primary and Secondary Prevention 7 Tertiary Intervention 7 Evaluation and Treatment 7 Advocate 8 Source of Information and Referrals 8 Educator 8 Preparing Clients to Testify in Court 9 www.CE-credit.com Your Continuing Education Resource Page Consultant to County or State Departments of Social Services 9 Expert Witness 9 RESPONSIBILITIES OF THE MENTAL HEALTH PROFESSIONAL 11 Report Child Abuse and Neglect 11 Resistance to Child Abuse Reporting Laws 12 Inappropriate Interventions 12 Whether to Tell the Client That the Mental Health Professional is Making a Report 13 Refer Children
    [Show full text]
  • Recognize and Report: Child Care Providers Have the Power to Prevent
    RECOGNIZE AND REPORT: CHILD CARE PROVIDERS HAVE THE POWER TO PREVENT CHILD ABUSE A White Paper of Regulatory Recommendations By Laurie Furstenfeld, Staff Attorney California Health and Safety Regulatory Workgroup October 2014 Updated January 2015 EXECUTIVE SUMMARY In 2013, child protective services (CPS) agencies in California received more than 80,000 substantiated reports of child abuse and neglect.1 Almost half concerned children 5 and younger, who are at highest risk for maltreatment. Many of these children were among the approximately one million attending licensed child care homes and centers in our state.2 Very young children spend more time with child care providers than with any adults other than family members. Recognizing the close relationship between child care providers and the children in their care, California law includes child care providers among “mandated reporters”— professionals who are legally obligated to report suspected abuse or neglect to CPS agencies.3 Proper CPS intervention following a CPS report is a key deterrent to recurring child abuse and neglect.4 And yet in 2013 only 1.6 percent of substantiated reports of abuse and neglect of children through age 5 came from “day care and foster care.”5 This disproportionately small number strongly suggests that child care providers underreport suspected abuse. Despite their status as “mandated reporters,” California does not require that child care providers receive any training in recognizing signs of child maltreatment or in how to navigate the complicated reporting system.6 In fact, a national evaluation ranked California’s standards for child care regulations and oversight near the bottom.7 We are one of only two states that require no annual training for child care providers.8 California Community Care Licensing Division offers family child care home licensees and child care center directors only the most basic information on the role of mandated reporters; other child care staff do not receive even that.
    [Show full text]
  • Association of Family Therapists of Northern California Newsletter July 2007
    ASSOCIATION OF FAMILY THERAPISTS OF NORTHERN CALIFORNIA NEWSLETTER JULY 2007 INSIDE THIS ISSUE: President’s Column THE STATE OF OUR FIELD—THE FIELD OF OUR STATE • AFTNC Annual Conference Family Play Therapy Info & Interview with First, a salute to Michelle ance of our members, presenter Eliana Gill... p. 2 Mason for her excellent which keep AFTNC such a work on the newsletter and vital and welcoming place. • Announcements: ... p. 5 to Mary Cronin for keeping If you haven’t registered for -New Website it going for many years; to the Sonoma Conference yet -Ron Gokul Conference th th Scholarship Fund Polly Lytle and Sara Mizban on September 29 and 30 , -Mentor Program for their ongoing efforts now is the time (see infor- -Fall Student Event organizing the Fall Confer- mation in this issue and at ence (and to Polly for ar- AFTNC.com); you’ll be • Rodney J. Shapiro, PhD, ranging the ’08 speaker); to very glad you did. Legacy of the Founders of Jay Seiff-Haron, Ron Pilato, Family Therapy: A personal Now back to the conun- Perspective... p. 6 Cory Brown, and Shawn drum suggested by the title. Giammattei for their tire- • The state of our field is as Terry Patterson, What’s Happening Here? less efforts with our web Reflections on Family Ther- plastic as play dough, and AFTNC President site; to Lara Ezrin for coor- apy’s Oldest Community by the mental health field of dinating our superb mentor its most recent president, by our state (defined by the Bay Area has been the epi- program; and a warm wel- Roger Lake ..
    [Show full text]
  • 18Th National Conference on Child Abuse and Neglect Program Book
    April 16 – 20, 2012 Washington Hilton Hotel Washington, DC Conference Program Book Conference at a Glance Monday, April 16, 2012 8:00 a.m. - 5:30 p.m. Registration 8:00 a.m. - 6:00 p.m. Exhibit Hall Open 8:30 a.m. - 5:30 p.m. Adjunct/Grantee Meetings 9:00 a.m. - 12:00 p.m. Pre-Conference Offerings - Session A - Session B 12:00 p.m. – 1:30 p.m. Lunch on Own 1:30 p.m. - 4:30 p.m. Pre-Conference Offerings - Session C - Session D Tuesday, April 17, 2012 8:00 a.m. - 5:30 p.m. Registration 8:00 a.m. - 6:00 p.m. Exhibit Hall Open 8:30 a.m. - 5:30 p.m. Adjunct/Grantee Meetings 9:00 a.m. - 12:00 p.m. Pre-Conference Offerings - Session E - Session F 12:00 p.m. – 1:30 p.m. Lunch on Own 1:30 p.m. - 4:30 p.m. Pre-Conference Offerings - Session G - Session H 5:45 p.m. - 7:30 p.m. Plenary I, Opening Session 7:30 p.m. - 9:00 p.m. Opening Night Networking Reception Wednesday, April 18, 2012 8:00 a.m. - 5:30 p.m. Registration 8:00 a.m. - 6:00 p.m. Exhibit Hall Open 8:00 a.m. - 9:00 a.m. Networking 9:00 a.m. - 10:30 a.m. Plenary II 10:30 a.m. --11:00 a.m. Break 11:00 a.m. - 12:30 p.m. Breakout Sessions | 1 – 29 11:00 a.m.
    [Show full text]
  • Innocence Interrupted: Reconstructing Fatherhood in the Shadow of Child Molestation Law
    02-Rich (Do Not Delete) 6/5/2013 11:39 PM Innocence Interrupted: Reconstructing Fatherhood in the Shadow of Child Molestation Law Camille Gear Rich* This Article shows why criminal law should be regarded as parenting law, because child molestation statutes formally categorized as criminal statutes are increasingly being mobilized by legal decision makers to regulate parents’ behavior when they provide mundane, intimate care to their children. The Article further shows how legal decision makers responsible for interpreting these broad child molestation laws tend to interpret the laws in ways that re-instantiate traditional gendered parenting norms. These problems are particularly apparent in what I call parental intimate care cases, cases in which fathers take over nurturing and intimate caregiving tasks that traditionally have been mothers’ primary responsibility. The discussion charts these problems by showing how the inquiry authorized by today’s broad, far-reaching child molestation statutes invites and even requires judges, juries, prosecutors, and a host of other legal decision makers to rely on gendered notions of cultural “common sense” to resolve child molestation cases involving fathers who provide seemingly mundane intimate care. The Article posits that legal decision makers interpret child molestation statutes in the Copyright © 2013 California Law Review, Inc. California Law Review, Inc. (CLR) is a California nonprofit corporation. CLR and the authors are solely responsible for the content of their publications. * Associate Professor of Law, USC Gould School of Law. Special thanks to Kerry Abrams, Scott Altman, Richard Banks, Katherine Bartlett, Rebecca Brown, Emily Buss, Mary Anne Case, Alex Capron, Anne Coughlin, Clare Huntington, Adrienne Davis, Ariela Gross, Tom Lyons, Melissa Murray, Stephen Rich, Nomi Stolzenberg, and Angela Onwachi-Willig for their suggestions and encouragement during the writing process.
    [Show full text]
  • SW 625: Interpersonal Practice with Children and Youth
    SW 625: Interpersonal Practice with Children and Youth Winter 2017, Section 1, Mondays, 9:00-noon DIVISION: CHLDY COURSE NUMBER: 625 Class room: B798 Advanced Interpersonal Practice Methods Course CREDIT HOURS: 3 PREREQUISITES: SW521 INSTRUCTOR: Laura Sanders, LMSW, ACSW, 734-662-3509, [email protected], [email protected], LOCATION: office 2760 SSWB Office Hours: By appointment 1. Course Description: This course will examine practice theories and techniques for working directly with children, adolescents, and their caretakers. This course will emphasize evidence-based interventions that address diverse groups of children or adolescents within their social contexts (e.g., peer group, school, family, and neighborhood). Special attention will be given to issues of diversity as it relates to building therapeutic relationships and intervening with children, adolescents and their families. The interaction between environmental risk factors, protective factors, promotive and developmental factors as they contribute to coping, resiliency, and disorder, as well as how these might vary by child or adolescent diversity factors, such as race, ethnicity, disadvantage, gender, sexual orientation, sexual identity and culture will also be covered. 2. Course Content: This course will present prevention, treatment, and rehabilitation models appropriate to interpersonal practice with children, youth and their families in a variety of contexts. Content will focus on the early phases of intervention, including barriers to engagement that may result from client-worker differences, involuntary participation on the part of the child, youth, or family, and factors external to the client-worker relationship, such as policy or institutional decisions that may influence or shape the therapeutic relationship. Since the intervention strategies taught in this course rely significantly on the social worker as a critical component of the change process, attention will be paid to the understanding of self as an instrument in the change process.
    [Show full text]
  • Parenting a Child Who Has Been Sexually Abused: a Guide for Foster and Adoptive Parents
    FACTSHEET FOR FAMILIES April 2008 Parenting a Child Who Has Been Sexually Abused: A Guide for Foster and Adoptive Parents You may be a foster or adoptive parent of a child who was sexually abused before coming to your home. In some cases, you will not be certain What’s Inside: that abuse has occurred, but you may suspect it. • Educating yourself You may even be exploring becoming a foster or • Establishing family guidelines adoptive parent to a child in the foster care system; for safety and privacy many of these children have been abused or • Seeking help neglected—physically, emotionally, or sexually— before coming into care. Child Welfare Information Gateway Children’s Bureau/ACYF U.S. Department of Health and Human Services 1250 Maryland Avenue, SW Administration for Children and Families Eighth Floor Washington, DC 20024 Administration on Children, Youth and Families 703.385.7565 or 800.394.3366 Children’s Bureau Email: [email protected] www.childwelfare.gov Parenting a Child Who Has Been Sexually Abused: A Guide for Foster and Adoptive Parents www.childwelfare.gov You may feel confused, frightened, and “… the employment, use, persuasion, unsure of the impact the sexual abuse of a inducement, enticement, or coercion of child may have on your child and family. It any child to engage in, or assist any other is important for you to understand that the person to engage in, any sexually explicit term “sexual abuse” describes a wide range conduct or simulation of such conduct for of experiences. Many factors—including the the purpose of producing a visual depiction severity of abuse as well as others discussed of such conduct; or the rape, and in cases later in this factsheet—affect how children of caretaker or inter-familial relationships, react to sexual abuse and how they recover.
    [Show full text]
  • Social Work Prevention Programmes for Pre-Teen Sexual Offenders
    SOCIAL WORK PREVENTION PROGRAMMES FOR PRE-TEEN SEXUAL OFFENDERS by JOAN CAMPBELL Dissertation presented for the Degree of Doctor of Philosophy in Social Work at the University of Stellenbosch Promoter : Professor S. Green April 2005 Stellenbosch University http://scholar.sun.ac.za Declaration I, the undersigned, herby declare that the work contained in this dissertation is my own original work and has not previously, in its entirety or in part, been submitted at any University for a degree. ___________________________ SIGNATURE 25-11-2004 DATE Stellenbosch University http://scholar.sun.ac.za SUMMARY It is generally accepted that pre-teen sexual offences are becoming a widespread problem in South Africa and social workers are ill-equipped to render a competent service to prevent these youth offenders from re-offending. To date, the social, judicial and legislative systems do not provide any definite guidelines to prevent pre-teen sexual offenders from re-offending. The purpose of this study was to present guidelines which could serve as a framework when designing prevention programmes for pre-teen sex offenders. With the results of the study an attempt will be made to augment the knowledge and skills in this area in the social service delivery system, in order to render a professional and effective service to prevent pre-teen sexual offenders from re- offending. The objectives of the study were: first, to explain policy under the South African criminal justice system regarding crime according to the Sexual Offences Act, no 23 of 1957,
    [Show full text]
  • The Mid-Coast Maine Trauma Informed Community
    The Mid-Coast Maine Trauma Informed Community Painting by Anna Caroline Jennings (1960 – 1992) www.TheAnnaInstitute.org Recommended Books on Preventing or Helping Young Children with Difficult or Traumatic Experiences • Sexual Abuse • Good Touch, Bad Touch • Physical Abuse • Strangers • Domestic Violence • Separation or Divorce • W itnessing Violence • Other Traumas All books have been reviewed and recommended for children ages 3 to 9 by members of the Mid-Coast Maine Trauma Informed Community Group Sources: • C.S. Mott Children’s Hospital • www.jimhopper.com • Internet School Library Media Center • Sidran Institute: www.Sidran.org • Members of SPSCOT (State Public Systems Coalition On Trauma) • www.Parentbooks.ca • National Sexual Violence Resource Center: www.nsvrc.org • Paperbacks for Educators: www.any-book-in-print.com The Mid-Coast Maine Trauma-Informed Community believes there is no trust more sacred than the one it holds with its children. It believes there is no duty more important than ensuring that the rights of its children are respected, their welfare protected, that their lives are free from fear, abuse and want, and that they grow up in peace. Adopted from Kofi A. Annan Former United Nations Secretary General Our mission is to develop a trauma-informed community that empowers all members of the community, especially parents, caregivers, and children, with the knowledge they need to: 1) Prevent child abuse and trauma 2) Understand how trauma impacts on a child and how it’s wounds may affect individuals throughout their lifespan and be passed on intergenerationally, 3) Reach out to children and to each other in ways that are healing.
    [Show full text]