The Importance Of An Alliance With Children

Children’s mental illness affects approximately one fifth of youth worldwide, and although it is the children who experience symptoms directly, implications associated with mental illness can impact entire families (Richardson, Cobham, McDermott & Murray, 2013). As such, healthcare systems are being redesigned to include a focus on family-centeredness. In the case of children’s mental health specifically, family-centered coordinated care represents an understanding of treatment, not only derived from the child’s experience, but also from the parents’ and caregivers’ perspectives (Olin, Hemmelgarn, Madenwald, & Hoagwood, 2015). Unlike other interventions in children’s mental health, this treatment approach acknowledges the vital role that families play in promoting the health and wellbeing of children, and it serves to empower family members by including them in treatment practices and decision-making processes (McGinty, Worthington, & Dennison, 2008; Olin et al., 2015). Through this collaborative approach to children’s mental health, partnerships can be established among health care providers, patients, and families, who each contribute to continued stabilization (Johnson, 2000; McGinty et al., 2008). Moreover, family-centered coordinated care serves to link children and adolescents with appropriate treatment interventions, while correspondingly introducing families to resources that foster parental

·  What conclusions did the study reach? Are the conclusions appropriate? Why or why not?

Working with agencies is extremely effective in improving outcomes for children, by coming together to share information and concerns a complete picture of the child/ren is formed. Working together to Safeguard Children states we all share responsibility for safeguarding and promoting the welfare of children, this is done effectively through multi agency, team around the child and EHAF meetings, conferences and core groups. When a referral is made to social care, they investigate, gaining information from all involved parties, parents/carers, family. School provides information on attainment, attendance and any concerns, health provides information on immunisations, medical appointments and general health of the child, they also sometimes

Some of the principles of building relationships with children, young people and adults are to be caring, understanding, respectful and accepting of other people for who they are. Building relationships with children needs extra attention as they can be very impressionable and the way we behave with them could affect the way they behave towards others, so being a good role model is very important. Setting agreed limits and boundaries with children will mean they learn what acceptable behaviour is and what is not and will help them to take responsibility for their own behaviour, in a school setting this could mean having a written agreement. Likewise with young people and adults you need to have agreed levels of acceptable behaviour when building relationships. Having respect for other people’s opinions and views and allowing others to express themselves even though we may disagree is also very important, as is letting children have their say. Treating others the way we would like to be treated ourselves and encouraging children and young people to do the same is an important lesson in relationship building as is being able to express our emotions and feelings openly but in an appropriate way. Encouraging children and young people to recognise and deal with emotions and feelings in a positive way will help build better relationships with adults as well as with each other. Maintaining a sense of humour and making things fun will go a long way towards building positive

Did you summarize the article in your own words including the finding of the study? Yes

Child and adolescent mental health (CAMH) services in the UK have a long history of multiagency working. In this article, we explore the difficulties in agreeing an evidence-base for interagency work, and describe some of the challenges this poses for practitioners and service planners. We use current literature to outline the barriers and facilitators to

Establishing therapeutic relationships is an effective way in facilitating positive change with an individual. It encourages both, working professionals and clients to participate in a relationship built on respect, acceptance, trust and empathy, to name a few. Building such trusting bonds, can allow professionals to gain a better perspective in the challenges and experiences of at-risk children and youth. In my own words, the term “at-risk children and youth” can be defined at those experiencing far greater risks than resilience in their most critical settings, often making their transition into adulthood difficult. Based on the content in Trouble Youth and Children, Chapter 5 by Brendtro and Shahbazian (2004), I will outline five key guidelines I, as a child and youth worker would use in my work with at risk kids, when developing therapeutic relationships and extending attachment.

Was there a theoretical /conceptual framework for the article? If so, what was the theory or conceptual model/framework and how did it relate to the study?

of therapy for children, this is yet another example of struggles some families have in

In adolescent psychotherapy, the therapist needs to be aware of the relationship adolescents have with each other and with their parents and caretakers. At this point in their lives, these relationships are often quite tumultuous (Holmes, Heckel, & Gordon, 1991). In addition to their social networks, the therapist also needs to be attentive to the manner in which the adolescent’s early experiences form their sense of self and respect the adolescent’s desire to be independent and be active in deciding the paths of their lives. With this in mind, the therapist will allow adolescent group members to have a more active role in participating and at times even taking a leadership role within the group sessions

The feelings of rejection and withdrawal are heightened that builds a complex dynamic between couples. I found normalizing and supporting subsystems through compartmentalizing very challenging to implement as a therapist. Children have low level of threshold to stress and may be struggling with their personal developmental issues; therefore, creating a structure of acceptance and empathy may involve many demanding therapeutic sessions. Metaphorically, as also discussed in the classroom, this scenario is like an undercurrent that may sweep off the therapist with clients. Consequently, the structure of a treatment may fall apart, and therapy may be

Chu, Skriner, and Zandberg (2014) summarized the use of multilevel growth analysis used to formulate change in anxious youth with cognitive behavior therapy and by pinpointing youth collaborations with therapeutic alliance trajectory. In the study, counselors were able to evaluate therapeutic alliances between the youth patient and counselor (Chu et al., 2014). While conducting the study, they used numerous of evidence-based interventions that established short and long term effectiveness with cognitive behavior therapy approach. In previous research, it was determined that youth anxiety with cognitive behavior therapy has a success rate of 63%, and social impediments prohibiting effective interventions due to lack of participation with outside intervention strategies (Chu et al.,2014).

Yes, the conclusion was supported by the research discussion because they prove with statistics their point of view. Moreover, they state that need another type of study who gives them more accurate information.

The literature review explains the challenges faced and the approach that was taken to mitigate the problem of a shortage of research in the required areas. Their literature suggested that as long as there was enough information in the high quality peer-reviewed journals, a study could be performed. Additionally the study was broadened by using lesser known journals that were still of a high quality. IS process studies were used to validate the findings and also to define key terms such as efficiency and process and how they tie together.

This article examines the importance of "engagement" for teenagers, especially those who are identified as "at-risk." Engagement is described by the authors as "a complex and crucial component of effective treatment that increases retention in services," which is "a requirement for successful outcomes and behavior change," (Thompson, Bender, Windsor & Flynn, 2009, p. 121). Engagement will manifest differently for each client but generally it refers to bonding with the therapist, participation in treatment options, and caring about treatment goals. Basically, engagement is what keeps the client interested. Thus, the therapist has an active role in creating motivation for and means of engagement. At-risk youth are identified as those exhibiting behavioral problems, and who are therefore at risk for developing more severe problems if left untreated. Delinquency, truancy, running away, and other family conflicts are considered "at risk" behaviors (Thompson, et al, 2009).