Identifying therapeutic change processes in the treatment of complex trauma: the case of play therapist's perspectives. A qualitative study.
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".