Child Psychology

Case Studies in Child, Adolescent, and Family Treatment by Craig W. LeCroy

By Craig W. LeCroy

A exact examine how one can observe medical theories to social paintings practice

Thinking via real-life instances to make connections among idea and perform is an important portion of social paintings schooling. Now in its Second Edition, Case reports in baby, Adolescent, and family members Treatment features a wide variety of situations defined in wealthy aspect by way of practitioners, students, and researchers. Chapters symbolize contexts and ways around the social paintings spectrum, so scholars gets to glimpse into the scientific adventure of an entire variety of professionals.

With bankruptcy overviews, case sketches, research questions, and references for extra examine, this e-book makes a useful reference for social paintings scholars. studying by way of instance is find out how to boost the ability of scientific reasoning. Editors Craig W. LeCroy and Elizabeth ok. Anthony—two distinct students within the box of social work—have introduced jointly a magnificent roster of participants who upload their targeted voices and scientific views into their insightful case descriptions. prepared into 5 thematic sections, Case reports in baby, Adolescent, and relations therapy, moment Edition covers an important components in social paintings perform, including:

  • Child welfare and adoption
  • Individual and workforce treatment
  • School and neighborhood settings
  • Family therapy and father or mother training

With the updates within the Second Edition, scholars will study the most up-tp-date classes in social paintings perform from a various variety of students, researchers, and practitioners within the box. In contexts starting from baby welfare to homelessness, this e-book offers the severe pondering talents scholars have to know the way social paintings conception applies in medical environments.

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Extra resources for Case Studies in Child, Adolescent, and Family Treatment

Example text

Turning to the situation at hand, I asked Ellen to describe in detail how she was handling Nate and what methods she was using to get through a day with him. Her description revealed the enormous effort she was making to ensure that things worked for him. She was his coach, short‐order cook, tutor, and cheerleader all wrapped in one. She prepared him for challenging situations, praised any product or sign of effort he made, structured tasks to be followed by fun activities, and, in general, made the things Nate found difficult or boring as palatable as possible.

He still had angry outbursts when he got frustrated, and he still pushed back when given direction by one or the other parent, but, in contrast with the past, he basically did what he had to do. Ron and Ellen continued to partner with tutors and, as college became imminent, with an SAT coach and a college counselor, who helped them select the best matches for Nate. ” The summer after junior year, Nate went to the Rhode Island School of Design for a four‐week intensive course. Students attended classes all day and Case Studies in Individual Treatment and Assessment 23 worked on their art in the studio at night.

Why? Could or should it be any different? 4. Why does the practitioner explore each parent’s childhood with them? How does that knowledge contribute to the treatment? 5. What is the important factor in finding a treatment team to work with a child with ADHD? 6. What was important about Nate’s parents coming to view art as “elemental to who Nate was”? 7. What was different about Nate’s experience of ADHD in childhood versus adulthood? Nate, age 7, could not find his favorite army men. Ellen, his mother, told him to look in his closet.

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