Ruffolo, M. C., & Allen-Meares, P. (2013). Intervention with children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), (pp. 41–69). Hoboken, NJ: Wiley. Taylor, E. R. (2009). Sandtray and solution-focused therapy. (1), 56–68. Retrieved from Walden Library databases. Malawista, K. L. (2004). Rescue fantasies in child therapy: Countertransference/ transference enactments. (4), 373–386. Retrieved from Walden Library databases. van der Kolk, B. A. (2005b). Developmental trauma disorder. (5), 401–408. Retrieved from Walden Library databases. Gil, E. (1991). . New York, NY: Guilford Press: SOCW 61 discussion 1 week 8 Discussion 1 – Week 8 Top of Form Total views: 3 (Your views: 1) Children who have been abused or traumatized in some way may benefit from working with a therapist. Children often reenact trauma through repetitious play in order to establish mastery over their emotions and integrate experiences into their history on their own terms. Through the use of toys and props, children may naturally share their emotions and past experiences without feeling the pressure they might encounter with traditional talk therapy. For this Discussion, review the course-specific case study for Claudia and the Chiesa (2012) and Taylor (2009) articles. Work #3 (Title of work #3 an explanation of ways play therapy might be beneficial for Claudia. Using the insights gained from the articles, describe ways you might have worked with Claudia to address her fears and anxiety related to the mugging she witnessed. SOCW 61 discussion 2 week 8 Discussion 2 – Week 8 Top of Form Total views: 3 (Your views: 1) Specific skills and knowledge are essential for a social worker working with children. Understanding transference and countertransference is crucial to a healthy therapeutic relationship. Both transference and countertransference can be evident in any client–therapist relationship, but are especially important in working with children because of a common instinct among adults to protect and nurture the young. The projection or relocation of one’s feelings about one person onto another, otherwise known as transference, is a common response by children (Gil, 1991). Countertransference, a practitioner’s own emotional response to a child, is also common. For this Discussion, review the Malawista (2004) article. Work #4 (Title of work #4 your explanation why transference and countertransference are so common when working with children. Then, identify some strategies you might use to address both transference and countertransference in your work with children.
