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

ISBN-10: 1417501715

ISBN-13: 9781417501717

ISBN-10: 1843100258

ISBN-13: 9781843100256

At a time whilst expectancies and assumptions in regards to the supply of prone to teenagers and kids are being reconfigured - for instance, round the rights of youngsters and teenagers as younger voters - adults are searching for to make sure that they convey prone in inventive and empowering methods, making sure that the critiques of children are actively solicited and inspired. motion equipment -communication equipment utilizing the physique in addition to speech - offer non-threatening methods of speaking which might be understood via young children of every age and from many cultures. This paintings locations motion equipment in a theoretical, technical and political framework and records examples of excellent perform. dialogue of the appliance of motion the way to paintings with youngsters makes a speciality of differing matters and populations, for instance kids and young people who face life-threatening health problems, or these focused on peer counselling in faculties. Contributions from numerous various nations emphasize the large capability of motion tools to be used with kids. the amount might be of use to these attracted to exploring and figuring out why motion tools are quite worthwhile whilst operating with youngsters.

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

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Neither could the witness see the attack because he was behind a door. To have one’s abuse ‘witnessed’ by a therapist, or by others in a therapeutic group, is often a healing experience. Conclusions Evidence that creative action methods have positive effects on children and adolescents is amply provided in the existing literature and in the chapters of this volume. The amount of positive evidence from psychotherapy research, and neurobiological research, is now increasing rapidly. Children probably now have less natural opportunities to play creatively, and thus to practise selfhealing.

W. L. ’ Behaviour Therapy 20, 177–198. Maines, B. 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?

DEVELOPMENTAL STRUCTURES The developmental paradigm of embodiment-projection-role (Jennings 1990, 1998, 1999), which underpins a child’s dramatic development from birth to seven years, repeats itself with variations during teenage years. With the onset of adolescence there are not only physical changes in the body but a preoccupation with physical activities which may include sport, dance, and body grooming including hair, clothes, make-up and so on. The preoccupations may be destructive with eating disorders, self-harm, drug abuse.

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


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