Children in Difficulty by Julian Elliott

By Julian Elliott

Written by means of practicing clinicians, this publication is designed as a advisor if you paintings with kids. In transparent, basic language it focuses upon probably the most universal, but frequently incapacitating problems that are often encountered by way of youngsters and youth. After introducing and discussing diversified types of treatment and remedy utilized in scientific paintings with youngsters, the publication presents a chain of chapters, every one facing a particular hassle. Drawing upon fresh learn findings, and applying special case illustrations, it seeks to aid the reader to appreciate the character of every challenge and gives a advisor as to how the kid in trouble can most sensible be helped. The booklet is designed to be of specific worth to these operating in schooling, social paintings, health and wellbeing and child-care settings, and somebody who should be capable of realize and aid young ones in hassle.

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In addition there is the ethical dilemma that, since problems in childhood can be The basics of being helpful 29 strongly influenced by many factors, is it right to subdue the symptom and not tackle the cause? This dilemma can be illustrated by the child who demonstrates aggressive behaviour primarily as a result of his or her parents’ own marital violence. Should such a child be treated with drugs to minimise what is, in effect, a natural response to such behaviour in his or her caregivers? Interestingly, the response to this question has tended to be different depending on which side of the Atlantic you live.

Each of these will be briefly described below, although for a more detailed account of research studies, see Elliott (1999).

This power not only resulted in his bargaining for material things but gave him control over his parents, frequently bringing them together, possibly in the hope that they might ultimately be reunited. School refusal may be a powerful weapon for a child who feels generally powerless to control a break-up of the family. There was no indication that the other three functional categories had any bearing on this case. g. bedtimes, getting up in the morning); and engage the family in therapeutic work geared to the resolution of the family-based problems and tensions that were leading to the school refusal.

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