The Transactional Model Is Introduced By Arnold Sameroff

The Interactional Theory was developed by Dr. T. Thornberry in 1987 using a combination of the Social Control Theory and the Social Learning Theory. It consists of two distinguished parts. The first part is the Reciprocal Effects. It basically states that a juvenile's criminal and deviant behavior is directly

If a practitioner see that the child is struggling with certain things, there could be an influence on other areas of development, because as we know each area of development are connected, and practitioner can use special screening programmes what can help the to pick up any areas of difficulty that child maybe suffering.

This approach believes that all aspects of development of the person should be looked at, as they all interact with one another (7). In this theory you have: microsystems, exosystems, macrosystems, chronosystems, and mesosystems. Microsystems being what we commonly consider to be the “nurture” of a child, family and caregivers. Exosystems are places such as school, macrosystems consist of the economy, politics, and the cultural values placed by parents or by geographic location, and chronosystem is the time or era that the child is being brought up in (7). Then there is the mesosystem which is the combining of all other groups. This belief is similar to that of epigenetics, all aspects interact with one another to create the fully developed human

As the primary provider of these children and their families, I will collaborate with caregivers and parents to identify and design intervention strategies to enhance the child’s development. This is in accordance with the transdisciplinary model of intervention, in which the primary provider works directly with the family and the child; while other professionals support him/her by suggesting intervention strategies and sharing information for their field of expertise (Raver & Childress, 2015). This impacts greatly both the family, as they interact with fewer people, something that makes them feel less overwhelmed, and the primary provider as he/she feels competent to apply intervention strategies that have been taught from other professionals (King, Strachan, Tucker, Duwyn, Desserud, & Shillington, 2009).

It is applied based on the need of the child. In the initial stage, which is engagement stage, the objective is to make them feel motivated and offer a better way of thinking. The next step involves behavioral change which is achieved by actively involving them to do things that they enjoy. By so doing, the therapist will have enabled the client to develop an alternative way of thinking making them feel better. At the end of the sessions the cognitive interventions facilitated by therapist will have helped the client (child) on ways to attend to information, identify thinking errors and help them to consider other alternatives in their thinking process hence develop a more unbiased thinking.

For example, Tracey could explore what may occur if she is not allowed to see her male friend or interact with her sister a year from now. Using this technique will not only foster attention to Tracey’s discomforts but will allow the family to engage in a difficult communication that the social worker can best identify the current problematic support patterns and dynamics. My favorite, reframing, will allow the therapist to place a problem, Tracey’s unproductive behaviors around the house, into a different context so that problem can be more workable for Tracey and the foster family. For example, the therapist could reframe Tracey’s behaviors as intentions to connect with the family outside the house or have time outside of the house with clear boundaries. SFT will be effective because of it has clear and limited therapist’s role, which will ensure that the family and all members involved in the treatment are processing and doing most of the therapeutic work. Overall, providing therapeutic services to adolescents in the child welfare system requires exploring inherited family patterns and the new family’s boundaries, dynamics, hierarchies, rules and rituals. Thus, requiring the involvement of the whole family, biologically and foster families, to reduced, eliminate or examine the teen’s

During the therapy, Therapist does not attempt to direct child’s behaviour or conversation, or not even tried to interrupt what the child’s had done in the sandy tray. Therapy waited for child’s decision on what materials he chose and his decision about how to play with it. Follow the child, when he decided to stop, respect his decision. Reflect his decision and follow him, allow him to get into sand play again. Not intrude to the child’s play. Therapist became a very unique person that help the child to realized what he is. Therapist keeps her own feeling, opinion,

MRI therapist believe that families or individuals are entrenched in their problems and need assistance moving forward. Therapist will assist the family and Jose in setting achievable behavioral solutions. Additionally, MRI models the concept of help the family to reach resolution with a particular issue and ignore other issues unless the family or individual specifically ask for therapy on the other issues. Moreover, one must set obtainable and clear objectives, and once this objective has been attained therapy will concluded. MRI therapist would inquire of the parents what strategies have they imposed to get Josh to go outside. (Nichols, 2012)

Education-based intervention and prevention play a crucial role in influencing young children from at-risk communities. Many researchers have concluded that early interventions improve the child’s academic performance, behaviours and learning abilities in the short and long term (McMahon, Washburn, Felix, Yakin & Childrey, 2000). Based on developmental and social theories, the child’s experiences in the earlier years have great impact on their future achievement. In turn, the foundation of a child’s academic success is formed at a very young age, before they enter the school system (Ansari & Gershoff, 2015). Intervention strategies that target young children, have a greater impact for future development since they provide them with guidance,

Another important aspect of early intervention that is often overlooked is the fact that developmental

It must be age appropriate and at the right level. All wave 3 interventions should be established practices and have quantifiable evidence of success; they should be used intensively and within an agreed time frame. The parent and child should know exactly what to expect at every stage with the teaching monitoring the progress. With this in mind an exit strategy should be in place that is explicit and has been explained allowing the child to make a smooth transition into

By learning the skills the child will need, occupational therapist can begin their work toward improving the child’s health. Given these points, it is shown how important an occupational therapist can be to a patient’s

We believe that parents and families have the primary role in encouraging their child’s development. The therapists work in partnerships with families to develop treatment plans that address their needs and concerns. Personal information shared about each child allows us to individualize the services provided. In addition to our direct therapy services, we provide families with advocacy and assistance

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

4. to identify and prioritise targets for intervention. Conducting interviews with parents, teachers and the child.