Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
---|---|---|---|---|---|
Searching... | 30000010330294 | RJ506.P72 G553 2014 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Based on extensive clinical experience, this book provides authoritative guidance and practical tools in a challenging area for child mental health professionals. The authors explain the many possible causes of problem sexual behaviors and demonstrate assessment and treatment procedures that have been shown to work with 4- to 11-year-olds and their families. Four chapter-length case examples illustrate how to integrate elements of cognitive-behavioral therapy, play and expressive therapies, and family-based approaches. Helpful reproducible worksheets and forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
Author Notes
Eliana Gil, PhD, is founding partner of the Gil Institute for Trauma Recovery and Education, a private group practice in Fairfax, Virginia. She is also Director of Starbright Training Institute for Child and Family Play Therapy. Dr. Gil has worked in the field of child abuse prevention and treatment since 1973. A licensed marriage, family, and child counselor; an approved marriage and family therapy supervisor; a registered art therapist; and a registered play therapy supervisor, she is a former President of the Association for Play Therapy, which honored her with its Lifetime Achievement Award. She is the author of The Healing Power of Play , Helping Abused and Traumatized Children , and Play in Family Therapy, Second Edition , among many other publications. Originally from Guayaquil, Ecuador, Dr. Gil is bilingual and bicultural.
Jennifer A. Shaw, PsyD, is a founding partner of the Gil Institute for Trauma Recovery and Education, and has worked in a number of clinical settings and capacities in metropolitan Washington, D.C. She provides individual, family, and group therapy to children and adolescents with sexual behavior problems, depression, anxiety, adjustment problems, and complex trauma. She has been the coordinator of the Boundary Project family-based program in two clinical settings: Childhelp Children's Center of Virginia and the Gil Institute for Trauma Recovery and Education. Dr. Shaw has acquired specialized training and certification in conducting psychosexual risk assessments and treating sexual offending behaviors in adolescents and adults, and is currently working toward certification as a registered play therapist. Dr. Gil and Dr. Shaw are coauthors of A Book for Kids about Private Parts, Touching, Touching Problems, and Other Stuff .
Table of Contents
1 Children with Sexual Behavior Problems: An Introduction | p. 1 |
Defining Sexual Behavior Problems | p. 3 |
Synopsis of Research on Treatment and Predictive Factors | p. 5 |
The Role of Caregivers in Treatment | p. 9 |
Summary | p. 11 |
2 Differentiating Normative Childhood Sexuality from Sexual Behavior Problems | p. 13 |
Normative Sexual Behaviors | p. 15 |
Problematic Sexual Behaviors | p. 20 |
Summary | p. 24 |
3 The Climate of Childhood Sexualization | p. 25 |
Where We Are with Marketing to Children | p. 29 |
The Scope of the Media Challenge: How Often Are Children Getting These Messages? | p. 31 |
Sexualization of Girls | p. 33 |
The Special Problem of Pornography | p. 36 |
What Can Parents/Caregivers Do? | p. 37 |
What Else Can Be Done to Combat Media Influences? | p. 39 |
Summary | p. 41 |
4 Assessment of Young Children with Sexual Behavior Problems | p. 43 |
Our Specialized Assessment Process | p. 44 |
Features of the ASBPC | p. 45 |
Directive Tasks Utilized in the ASBPC | p. 51 |
Summary | p. 62 |
5 Consensus-Based Treatment Areas and Suggestions for Work with Primary Caregivers | p. 66 |
Consensus-Based Areas for Treatment | p. 67 |
Suggestions for Working with Parents/Caregivers | p. 79 |
Summary | p. 89 |
6 The Boundary Project Model | |
Special Features of the Boundary Project | p. 100 |
Treatment Formats | p. 102 |
Treatment Phases and Goals | p. 103 |
Parental/Caregiver Groups and Integration of Education | p. 103 |
Activities for Transitions in/out of Sessions | p. 104 |
Treatment Objectives: The Lessons of the Boundary Project | p. 106 |
Challenges and Responses | p. 109 |
Gauging Progress Objectively | p. 111 |
Summary | p. 112 |
7 The Case of Kayla | p. 115 |
Referral Information | p. 115 |
Psychosocial Background | p. 116 |
Assessment Process | p. 119 |
Assessment Results | p. 129 |
Treatment Goals | p. 130 |
Treatment Plan and Process | p. 131 |
Summary and Conclusions | p. 134 |
8 The Case of Thomas | p. 136 |
Referral Information | p. 136 |
Psychosocial Background | p. 138 |
Assessment Process | p. 140 |
Assessment Results | p. 149 |
Treatment Goals | p. 152 |
Treatment Process | p. 153 |
Summary and Conclusions | p. 153 |
9 The Case of Jenna | p. 156 |
Referral Information | p. 156 |
Psychosocial Background | p. 157 |
Assessment Process | p. 161 |
Treatment Plan, Goals, and Process | p. 171 |
Summary and Conclusions | p. 175 |
10 The Case of Lorenzo | p. 178 |
Referral Information | p. 178 |
Psychosocial Background | p. 179 |
Assessment Process | p. 184 |
Assessment Results | p. 189 |
Treatment Plan, Goals, and Process Summary and Conclusions | p. 192 |
Epilogue | p. 210 |
Resources | p. 205 |
References | p. 209 |
Index | p. 217 |