Therapy with children and young people : integrative counselling in schools and other settings / Colleen McLaughlin and Carol Holliday.

By: McLaughlin, Colleen [author.]
Contributor(s): Holliday, Carol [author.]
Publisher: Los Angeles : SAGE, 2014Description: viii, 238 pages : illustrations ; 25 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9781446208311; 9781446208328Subject(s): Educational counselingDDC classification: 371.4 LOC classification: LB1027.5 | .M368 2014
Contents:
Part 1. Setting the context -- 1. The child, the school, counselling and psychotherapy / Colleen McLaughlin -- Part 2. Understanding and working with the developmental tasks of childhood and adolescence -- 2. Infancy: the foundations of learning and relating / Julia Buckroyd -- 3. Pre-school and the early years / Fiona Peacock -- 4. The primary school years / Clair Lewoski -- 5. Working with the developmental tasks of adolescence during the secondary school years / Tracey Fuller -- Part 3. Working therapeutically with children and adolescents in schools -- 6. The theerapeutic relationship: building a working alliance with children and adolescents / Carol Holliday -- 7. The therapeutic relatiionship: conditions and processes / Carol Holliday -- 8. Working with thinking, feeling and the importance of the body / Carol Holliday -- 9. Creative therapeutic interventions / Carol Holliday -- 10. Intervening to work with other relatiionships / Fiona Peacock -- Part 4. Professional issues in counselling with children and adolescents -- 11. Professional and ethical issues in the beginning and ongoing phases of therapy in schools / Tracey Fuller -- 12. 'Just because we can't talk about the sessions, doesn't mean we can't talk': professional and ethical issues in the ongoing and ending phases of therapy / Eileen Armstrong -- 13. Psychotherapeutic counselling in a multi-disciplinary multi-agency environment / Fiona Peacock.
Summary: This book addresses the practice of child therapy in school settings in a unique level of detail. The authors adopt a broad ecosystematic, integrative approach that conders the influence of family, school and the wider community, placing emphasis on significant development and attachment issues.
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Item type Current location Home library Call number Status Date due Barcode Item holds
BOOK BOOK COLLEGE LIBRARY
COLLEGE LIBRARY
SUBJECT REFERENCE 		371.4 M222 2014 (Browse shelf) Available CITU-CL-45755
Total holds: 0

Includes bibliographical references (pages 213-231) and index.

Part 1. Setting the context --
1. The child, the school, counselling and psychotherapy / Colleen McLaughlin --
Part 2. Understanding and working with the developmental tasks of childhood and adolescence --
2. Infancy: the foundations of learning and relating / Julia Buckroyd --
3. Pre-school and the early years / Fiona Peacock --
4. The primary school years / Clair Lewoski --
5. Working with the developmental tasks of adolescence during the secondary school years / Tracey Fuller --
Part 3. Working therapeutically with children and adolescents in schools --
6. The theerapeutic relationship: building a working alliance with children and adolescents / Carol Holliday --
7. The therapeutic relatiionship: conditions and processes / Carol Holliday --
8. Working with thinking, feeling and the importance of the body / Carol Holliday --
9. Creative therapeutic interventions / Carol Holliday --
10. Intervening to work with other relatiionships / Fiona Peacock --
Part 4. Professional issues in counselling with children and adolescents --
11. Professional and ethical issues in the beginning and ongoing phases of therapy in schools / Tracey Fuller --
12. 'Just because we can't talk about the sessions, doesn't mean we can't talk': professional and ethical issues in the ongoing and ending phases of therapy / Eileen Armstrong --
13. Psychotherapeutic counselling in a multi-disciplinary multi-agency environment / Fiona Peacock.

This book addresses the practice of child therapy in school settings in a unique level of detail. The authors adopt a broad ecosystematic, integrative approach that conders the influence of family, school and the wider community, placing emphasis on significant development and attachment issues.

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