Infant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice (Norton Series on Interpersonal Neurobiology) Review

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Infant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice (Norton Series on Interpersonal Neurobiology) ReviewInfant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice was designed to to be used by a wide range of mental health and educational professionals. Using this overall framework it is possible to view a child's maturation (or lack of such) from a number of different perspectives and can be used by all the concerned disciplines thereby avoiding the current problems of them not being able to view the child as a `whole being.' My feeling is that this approach would revolutionize the way we deal with children who struggle in school. The framework would also be useful when working with adults, since the same work of seeing the `whole person' exists for them as well.

------Pam Fleissig, teacherInfant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice (Norton Series on Interpersonal Neurobiology) Overview
A groundbreaking neuroscientific understanding of infant and child development, including a CD-ROM with supplementary worksheets, figures and tables.
When early interventions with children fail, clinicians wonder: How couldthings have been different? The answers seem obvious at first, but a littlereflection begins to unveil just how complicated this question really is. Whoshould have been included in the treatment? With what professionals and usingwhat approaches? When should intervention have occurred? Each questioninvolves a spectrum of both personal and societal issues, which is perhaps whyproblems that are so widely acknowledged remain so widely ignored. Often, afamily is not aware that their story could have had a different ending.So, in response to the critical need for a more cohesive system of care for ouryoungest patients, this book presents a conceptual framework for interdisciplinarycollaboration. Examining the issues of infant mental health and early interventionfrom a brain-based perspective-one that cuts across all domains-addresses the need for individual practitioners to incorporate the whole picturein relation to their part in assessing and intervening with each individual childand parent, and provides a global framework for team collaboration.

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The Psychophysiology of Self-Awareness: Rediscovering the Lost Art of Body Sense (Norton Series on Interpersonal Neurobiology) Review

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The Psychophysiology of Self-Awareness: Rediscovering the Lost Art of Body Sense (Norton Series on Interpersonal Neurobiology) ReviewAlan Fogel is that rare combination, a deeply informed scientist and a clear, compassionate writer for the general reader. I bought the book for my adult son who has mild Tourette's, OCD and ADD. But its chapters will illuminate and improve the lives of men, women, and children who suffer from tension, soreness, or general anxiety; or merely provide a good read for anyone with a philosophic interest in body/mind/soul.The Psychophysiology of Self-Awareness: Rediscovering the Lost Art of Body Sense (Norton Series on Interpersonal Neurobiology) Overview
The practice and science of feeling our movements, sensations, and emotions.
Embodied self-awareness is the practice and science of our ability to feel ourmovements, sensations, and emotions. As infants, before we can speak orconceptualize, we learn to move toward what makes us feel good and awayfrom what makes us feel bad. Our ability to continue to develop and cultivateawareness of such body-based feelings and understanding is essential forlearning how to successfully navigate in the physical and social world, as wellas for avoiding injury and stress. Embodied self-awareness is made possibleby neuromotor and neurohormonal pathways between the brain and the restof the body, pathways that serve the function of using information about bodystate to maintain optimal health and well being. When these pathways becomecompromised, primarily as a result of physical injury or psychological stress andtrauma, we lose our ability to monitor and regulate our basic body functions.This book explains the neurological basis of embodied self-awareness, how toenhance self-awareness, and how to regain it after injury or trauma.

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Dissociation in Traumatized Children and Adolescents: Theory and Clinical Interventions (Routledge Psychosocial Stress Series) Review

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Dissociation in Traumatized Children and Adolescents: Theory and Clinical Interventions (Routledge Psychosocial Stress Series) ReviewTrauma in children is often either ignored ("oh, he's too young to remember this, so don't bring it up and it won't affect him"), trivialized ("oh, children are resilient, they aren't affected the way adults are, she'll be ok"), or pathologized ("he has lots of tantrums so he must be bi-polar; she cannot sit still so she must have ADHD; he doesn't do well in school so he must have a learning disability; she argues all the time so she has oppositional defiant disorder").
Reality is, children are affected by trauma, and affected deeply. Even more than adults might, given that they do not have the life experiences with which to temper overwhelm, and are often too small and too helpless to be able to fight back, or remove themselves from the situation, and all too often are dependent on the very people who maltreat them (97% of child maltreatment is by persons known to the child and upward of 70% is by a child's parent).
With no one to go to, and no way to remove themselves, children do whatever they can, which often includes mentally 'taking themselves out of the picture' by dissociating, by numbing physical and emotional pain, by 'looking from the side', by 'having this happen to someone else, another little boy or girl, not me'. It is a good way to get through trauma at the time--sometimes the only way a child has at their disposal--but it comes at a price: The price of being able to stay connected to their own body, to move on and not have their reality 'boobytrapped' with triggers of the trauma that launch them right back into re-experiencing it, by detaching them from good and pleasant expriences as well as the ucky ones, by not letting them adapt to a changing reality, by preventing them from attaching to caregivers who are not abusive, by limiting their avility to let in new information, to communicate their experiences, to make friends, to fully be themselves.
The price of surviving trauma is often astronomical for children. However, with correct diagnosis and careful, compassionate, trauma-informed treatment; they CAN heal, reconnect, love, live.
"Dissociation in traumatized children and adolescent" offers a window into how this healing can take place. It describes not only how dissociation happens, what it looks like, what it does and what it 'costs' to the child (and their caregivers) later on; but also how it can be mended and how true resiliency can be found. Not through ignoring or minimizing but through attending, understanding, reconnecting, processing, and moving on.

Each chapter in the book addresses a different child, of a different age, with a different therapist, sometimes from a different country, with very differnt backgrounds and trauma histories, and with different approaches. And yet, they all move toward the same goal: to reconnect fragmented experiences into an integrated experience, so they child is no longer trapped in the wreckage of their trauma and can truly be free of it.
If you ever wanted to be a fly on the wall of a therapy room (or a school room--where traumatized children spend most of everyday); this is your chance. Do not miss it, for you will learn not only about the treatment of traumatized children, but about the inner workings of children's minds and the amazing courage and spirit they possess that can allow them to overcome their pain.
If you are a psychotherapist--you need to read this: it will give you an understanding not only of child clients, but of the adult clients who come to see you (and who were all children once).
If you are an educator--you need to read this: it will give you a perspective of the 'problem children' in your classroom; AND how to help them better.
If you are a medical professional working with children--you need to read this: it will help you understand those children with so-called 'psychogenic problems'; why they may be having unexplained pains, and what may be done to help resolve them.
If you are a foster parent or adoptive parent or anyone in a foster/adoption agency, if you work in child-services as a social worker, lawyer, forensic investigator, law enforcement--you need to read it. Period.
You will understand the children you see better. You will be able to help them better. You will know who to refer them to better.
Read it.Dissociation in Traumatized Children and Adolescents: Theory and Clinical Interventions (Routledge Psychosocial Stress Series) OverviewOver the last decade, the literature on therapy addressing trauma in children has expanded considerably, as has the literature on dissociation. Unfortunately, very little of this literature has addressed the issue of dissociation in children. At the same time, therapists working with children and adolescents have become increasingly aware of the occurrence of trauma and dissociation in their clients. Dissociation in Traumatized Children and Adolescents is a groundbreaking text for the study of dissociation in young people. In eight unique and compelling case studies, the authors lay out detailed narratives that illustrate both therapy progression as well as the therapist's reactions and thought process during case development. These case studies present many aspects of working with traumatized children who dissociate-trauma processing, attachment work, work with the family, interactions with the community-and give frank analysis of the difficulties clinicians encounter in various therapeutic situations and how and why they arrived at particular therapeutic decisions. While the book includes intensive analysis of each author's theoretical framework as well as that of dissociation in general, it also shows clinicians, in the most practical terms, how to translate the theories of dissociation into action. No clinician interested in trauma and dissociation in children will want to be without this text.

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