Download PDF by Judith Milner: Working with Children and Teenagers Using Solution Focused

By Judith Milner

Answer targeted ways of this identify supply confirmed methods of supporting kids conquer a complete diversity of problems, from educational difficulties to psychological health and wellbeing matters, through supporting them to spot their strengths and achievements. in keeping with resolution targeted perform ideas, this booklet illustrates communique talents and playful innovations for operating with all childrens and adolescents, despite any wellbeing and fitness, studying or improvement want. It demonstrates how the strategy can trap kid's perspectives, needs and concerns, and will support them in making a choice on their strengths and talents. The procedure encourages confident decision-making, and is helping youngsters to beat demanding situations, in attaining their pursuits and achieve their complete strength. The e-book is full of case examples, sensible ideas, and perform actions. This worthy textual content might be of serious use to a number practitioners operating with young ones and children, together with social employees, formative years employees, counsellors, lecturers and nurses.

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Extra resources for Working with Children and Teenagers Using Solution Focused Approaches: Enabling Children to Overcome Challenges and Achieve Their Potential

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By this time both Darren and his mum were laughing and thoroughly enjoying the game and it was possible to talk with Darren about how much control he thought an 11-yearold should have over his temper, and his mum about what made her proud of her son. ) Children enjoy hearing their parent addressed by their name and don’t hesitate to tell them when they have got an answer wrong. Knowing that they are about to be judged right or wrong tends to make the parent think carefully before answering. When the parents-as-children 43 Working with Children and Teenagers Using Solution Focused Approaches are getting all their answers right, it is useful to ask a neutral question to see if the child will rate an answer as wrong or elaborate on it.

In telling you about their intent, the child is handing you the responsibility for their life continuing. This is an enormous responsibility so, even where you suspect that the child is not really serious – young people, particularly, have a tendency to catastrophize – there is a temptation to hand over the problem to a specialist mental health service. Before you do this, you may like to consider using a graded set of questions devised by John Hendon (2005) for assessing levels of risk in these situations, and follow-up questions to help the child or young person begin to move away from suicidal thoughts.

What will other people notice? ’ These broad goals are then developed by asking the child how they will be talking when they are calm: ‘Suppose I looked through a window into your house and saw you being calm. What would I see, what would you be doing? ’ This helps to ensure that there are no misunderstandings or misinterpretations by the worker of what calm 48 Setting Achievable Goals and respectful behaviour means to the child. It also helps the child talk through what they will actually be doing when their best hopes are achieved, increasing the child’s personal responsibility taking.

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