Identifying therapeutic change processes in the treatment of complex trauma: the case of play therapist's perspectives. A qualitative study.
Notice bibliographique
Résumé
Therapeutic interventions for children have been proven to be effective across all ages and stages of development. However, knowing that therapy works does not account for how or why it works. This question specifically asks, ‘what are the change processes within treatment’ has been raised historically and continues to be asked today. Knowing more about how and why therapy works with children can provide opportunity for the design and development of programming to meet the specialized needs of children in multiple areas of treatment. \nThis dissertation utilized the naturalistic inquiry to identify therapeutic change processes within the context of treatment of complex trauma with children. Certified and experienced play therapists that practice in Ontario, Canada were interviewed to discover what therapeutic change processes were utilized in their interventions with children who have experienced complex trauma. The guiding questions for this study were: \n1. What practices have play therapists found to be effective in assessment and treatment of children exposed to complex trauma? \n2. What practices have play therapists found to be effective in reducing the long-term impacts of complex trauma? \n3. What are play therapists’ understandings of therapeutic change processes in which they have confidence? \nIn-depth qualitative interviews were conducted with a purposeful sample of nine certified play therapists, all with advanced training and/or experience in working with children who experienced complex trauma. All participants reside in the province of Ontario, Canada, and practice in both public and private services. \nThematic analysis was utilized to analyze the data. Three themes emerged from this data: theme 1 – therapeutic tools; theme 2 – building the therapeutic foundation; and theme 3 – working through complex trauma. From within these three themes and their sub-themes, six therapeutic change processes emerged: fostering a renewed ability to attach, fostering a renewed ability to trust, instilling hope for the future, providing age appropriate time and pacing for processing, facing the trauma together, and promoting mental health and resilience. \nAdditionally, this study’s findings show a comprehensive practice model for therapeutic intervention with children who have been exposed to complex trauma and their caregivers. It also highlights the need for creativity and skill in intervening with children.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».