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Weaving a Tapestry of Support: A View of Psychosocial Rehabilitation for Children. Tracey Sutton, MSW, LCSW Family Support Services Of North Idaho .
Tracey Sutton, MSW, LCSW
Family Support Services
Of North Idaho
A tapestry captures a moment in time. Using complex and rich designs and images, the artist tells a story of people, events, culture, beliefs and spiritual understanding.
“Mental health problems among children and adolescents constitute a public health crisis for our nation.”
(Subcommittee on Children and Family, President’s New Freedom Commission, p. 1)
Discuss ethnic and cultural considerations, including history of oppression and trauma, when developing a family-centered treatment plan.
“services focus on empowering young people and their families to develop the skills and access the resources needed toincrease their capability to thrive in the living, working, learning and social environments of their choice.”
“undertaken in the spirit of partnership and collaboration between youth, caregivers, and providers. The services are individualized, driven by each young person and his or her family, and build on existing strengths. They promote each young person’s positive development, while supporting his/her movement along a developmental trajectory that will result in a successful transition to adulthood.”
Explanations about the problem behaviors and views about its etiology profoundly affect ideas about treatment.
“A diagnosable mental disorder found in persons from birth to 18-yrs of age that is so severe and long lasting that it seriously interferes with functioning in family, school, community or other major life activities.”
Masten& Coatsworth (1998)
People learn from one another, via observation, imitation, and modeling.
Concrete experience (or “DO”)
Reflective observation (or “OBSERVE”)
Abstract conceptualization (or “THINK”)
Active experimentation (or “PLAN”)
Behavior change and improved functioning occur as children learn and implement new ways of coping, behaving and thinking and as the child’s environment shifts to support desired behaviors.
Allow the child and family to rehearse new behaviors or skills repeatedly in natural environments to the point of mastery.
Nathan J. Williams – CenterPoint Behavioral & Mental Healthcare, Inc. Nampa, Idaho (2009)
Interventions take place in the home or natural community settings and are likely to include:
Provide psychoeducation on social learning principles or on the child’s diagnosis.
Williams – (2009)
Tools for presenting material:
Family Centered – practices are designed to address the unique needs of each individual served, consistent with the values, hopes & aspirations of the individual and his/her family system.
Natural Supports – identify and link children, youth and families to community resources.
Evidence Based – best practices that produce outcomes congruent with empowerment, resilience & personal recovery.
CPSR providers typically feel well prepared to
work with children and youth, however
there is also a need to understand the
experience of caregivers.
Set limits and boundaries. Consistent boundaries make the world seem more predictable and less scary.
Be immediately available to reconnect following a conflict. Conflict can be especially disturbing for children with insecure attachment or attachment disorders. After a conflict or tantrum where you’ve had to discipline the child, be ready to reconnect as soon as he or she is ready.
Try to maintain predictable routines and schedules. A child with an attachment disorder won’t instinctively rely on loved ones, and may feel threatened by transition and inconsistency.
Emerging awareness of a difference in their child and a lack of clarity about what is happening.
Initial awareness of a mental illness. Questions such as “what did I do wrong?”
Adjustment to the frequent crises & disruption in normal family life.
The family becomes more proactive in the community. Increased assertiveness, less self-blame, less blame of professionals.
Time is spent to developing new roles and relationships with professionals.