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Considering Culture in Child and Adolescent Care
Once upon a time our society began teaching children the story of Christopher Columbus, which inhibited children from developing critical multicultural thinking and reinforced racist ideology. A big and powerful “white” country is invading the country of poor Indians of color. You know the rest...
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Engagement in the School Based Clinic Setting: Challenges and Opportunities
The early phase of mental health treatment called “engagement” marks the beginning of an emerging collaboration among provider, child and family. During engagement, clients develop important senses about their providers: Do I like this person? Can they help me? Does it seem like they care about...
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Kids Do Get Better: Values Driven Inpatient Care
In New York State, and across the country, the story of how mental health care began begins with inpatient care provided in large institutions located in a bucolic rural environment. This “humane treatment,” in its day, was considered a progressive avant-garde form of care. For decades this...
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Evidence-Based Practices in a Community-Based Children’s Summer Therapeutic Program: 33 Days to a Better Level of Functioning
This article will describe the synergy derived from bringing an evidence-based curriculum into a summer therapeutic day-camp for children diagnosed as severely emotionally disturbed. What child doesn’t look forward to summer vacation from school? And what child doesn’t anticipate attending a...
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Sustainability for Systems of Care
When Orange County, NY received a “System of Care” grant in October 2008, our community set out on a collaborative and ambitious journey to transform the way we care for youth with serious mental health challenges, and their families. Since 1993, the Substance Abuse and Mental Health Services...
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Are Psychiatric Disorders Over-diagnosed in Children? Are Medicines Over-prescribed? 13 Myths & Facts
Headlines scream that too many kids are taking Ritalin or Adderall or whatever the latest ADHD medicine du jour is. TV’s talking heads complain that we’re drugging our kids with Prozac, Zoloft and other “dangerous drugs.” But your child’s teacher recommends your child be “evaluated”...
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Activities in Group Work with Children and Adolescents
The use of physical, and other, activities in group work is more than a “tool,” more than programmed content, more than “canned” exercises, and more than a mechanistic means to an end. Group work scholar Ruth Middleman aptly described the “toolness of program more as putty than a hammer,...
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Principles of Group Work with Children and Youth Trauma Survivors
Group work is indispensable for children and youth in the aftermath of traumatic events. Group work can serve as a counterforce to bleak outcomes that result from isolation in the aftermath of disaster. It can help to empower young people by restoring human dignity, building coping skills, helping...
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Helping Children Come to Terms with Sexual Abuse
The classic definition of “trauma” provided by Bessel Vander Kolk (1987) includes both the dramatic nature of an event as well as the individual’s ability to cope. Despite our capacity to survive and adapt, trauma can alter one’s psychological, biological and social equilibrium to such a...
