دانلود کتاب Somatic Methods for Affect Regulation: A Clinician’s Guide to Healing Traumatized Youth

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Cover
Endorsement
Half Title
Title Page
Copyright Page
Dedication
Table of contents
List of Figures
List of Tables
List of Contributors
Acknowledgements
Introduction
Organization of This Book
Glossary of Terms
Part I Theory and Somatic Approaches
1 Brain Development, Trauma, and Affect Regulation
ACEs (Adverse Childhood Experiences) Study
Neuroplasticity – Hope for Healing!
The Burgeoning Field of Interpersonal Neurobiology (IPNB)
Moving from the Brain to the Mind
Key Brain Regions and Structures
Amygdala
Prefrontal Cortex (PFC)
Hippocampus
Polyvagal Theory
Moving Toward a More Accurate Description of Trauma’s Impact on Children and Youth – Developmental Trauma Disorder
Brain Scans
2 Frameworks and Models
Attachment, Self-Regulation, and Competency (ARC)
Overview
Main Components of ARC – the Building Blocks
Bottom Row: Attachment
Second Row: Self-Regulation
Third Row: Competency
Sensory Motor Arousal Regulation Treatment (SMART)
Overview
Sensorimotor Psychotherapy
Overview
Main Components of SP
Adaptations to SP for Youth and Case Illustration
Somatic Experiencing® (SE)
Overview of Somatic Experiencing
Main Components of Somatic Experiencing
Sophie
George
Bibliography
Bibliography
Part II Essential Components in Clinical Work with Complexly Traumatized Youth
3 Comprehensive Trauma Assessment
Risks, Benefits, and Limits of Confidentiality
Confidentiality
Assessment Template – Section Descriptions and Suggestions
Section A: Basic Demographic and Systems Information
Section B: Past and Present Providers, Developmental and Medical History
Section C: Family Background and History
Section D: Trauma/Abuse History, Substance Use
Section E: Mental Status Exam (MSE)
Perceptual Disturbance
Orientation
Section F: Concerns
Section G: Skills/Abilities, Resources (Individual and Family)
Section H: Strengths (Individual and Family)
Section I: Summary of Needs (Individual and Family); Recommendations for Further Assessment
Psychometric Descriptions
Basic Genogram Symbols
Patterns/Intergenerational Transmission
Time Line
Trauma Assessment – Child/Adolescent
SECTION A
SECTION B
SECTION C
SECTION D
SECTION E
SECTION F
SECTION G
SECTION H
SECTION I
4 Guiding Treatment Principles
1. Safe Setting or Environment
2. Safety and Stabilization First (Phase One)
3. Comprehensive Assessment
4. Trauma-Focused versus Trauma-Informed Treatment
5. Culturally Responsive, Anti-oppressive Framework
6. Use a Strength-Focused, Collaborative Approach
7. Meet the Client Where They’re at
8. Developmentally Appropriate Interventions vs. Age-Based
9. Titration and Scaffolding
10. Play!
11. Psychoeducation
12. Self-Care, Compassion Fatigue, Vicarious Trauma, and Burnout
Compassion Fatigue, Vicarious Trauma, and Burnout
Risk Factors
Signs and Symptoms
Knowing Your “Red Zone”
Protective and Mitigating Factors
ProQOL: Professional Quality of Life Self-Test
Vicarious Post-traumatic Growth (VPTG)
Your Own Therapy
Supervision and Consultation
5 Working with Systems
Working Within an Organization
MVA Clinic – CBT Approach
Other Considerations
6 Misunderstood Children: Diagnostic Dilemmas
Complex PTSD
Part III Somatic Interventions
7 Interactive Regulation
Back to the Brain: Mirror Neurons, Polyvagal Theory, and Neuroplasticity
Assess and Promote Attunement, and Enhance Caregiver Capacity to Self-Regulate
Strategies to Promote Interactive Regulation between Caregiver and Child
Movement and Body-Based Interactive Regulation Activities
8 Self-Regulation
Optimal Arousal or Being “in the Zone”
Ways to Help Youth Know When They Are Within or Outside Their Windows
Body Feelings Map (BFM)
1. Introduction
2. Color
3. Inner Experience
4. External Expression
5. Sources
Children’s Windows of Tolerance (or Zones)
Hyperarousal
Activities to Down-Regulate
Hypoarousal
Activities to Up-Regulate
Nightmares and Flashbacks
Vestibular and Proprioceptive Systems
Brain Gym
Breath
Centering
Tools to Concretize Self-Regulation Skills for Youth
Coping Skills Toolboxes
From SP: 5-STEMS
Tools to Demonstrate Flow of Emotions and Sensations, and Foster Sense of Control
The Emwave
Biodots®
Containment
Additional Illustration
9 Boundaries, Proximity-Seeking, and Avoidant Behaviors
Internal Working Models (IWMs)
Faulty Neuroception
Social Engagement
Boundaries
Clinical Interventions for Working with Boundaries, and Proximity-Seeking and Avoidance
Working with Proximity-Seeking and Avoidance
Working with Boundaries
10 Movement and Posture
Alignment/Lengthening the Spine
Rhythm
Foundational Developmental Movements
Orienting
The Feldenkrais Method (FM)
Qigong
Yoga
Let’s Dance!
Part IV Special Populations
11 LGBTQ+ Youth
ACEs Research
Risk Factors for Trauma in LGBTQ+ Youth
High-Risk Behaviors
Eating Disorders, Body Image Issues
Protective Factors
Treatment Considerations
An Abbreviated List of LGBTQ+ Terminology
12 Dissociation in Children and Youth
Theories and Definitions of Dissociation
Primary SD
Secondary SD
Tertiary SD
Structural Dissociation in Youth
How Might These Emotional Parts or Defensive Subsystems Manifest in Youth?
Treatment of Dissociation in Children and Youth
Treatment Guidelines and Goals
Summary
Appendices
Appendix A: Worksheets
Appendix B: Resources for Working with Traumatized Youth and Their Caregivers
Appendix C: Flashback and Nightmare Protocols, Self-Regulation Checklist for Caregivers
References
Index