Hope for Children of Trauma

Panos Vostanis is a is Professor of Child Mental Health at the University of Leicester and Visiting Professor at University College London.

Hope for Children of Trauma: A World Journey

Panos Vostanis

Taylor & Francis

Table of Contents

PREFACE

CHAPTER 1: Ever Changing Approaches to Child Trauma

Evolving concepts and attitudes towards children, trauma and mental health

Complex trauma and its correlates

Status and sources of evidence

The whole is larger than the sum of parts: Why service modelling matters

CHAPTER 2: Impact of Trauma on Child Mental Health

The complex relationship between vulnerability and trauma

Nature and extent of mental health problems

Changing approaches to vulnerability and resilience

The increasing influence of socioecological and resilience theories

Inter-linked vulnerability and resilience factors through an ecological lens

Conceptualizing resilience systems and their interactions

CHAPTER 3: Child Vulnerability in a Global Context

How much can we alter a child’s life trajectory?

High-income countries: Policy, evidence and emerging models, but "not everything that shines is gold"

The constant flux of middle-income countries

Low-income, developing or third world countries?

CHAPTER 4: Looking for Answers: From Birmingham Shelters to Mumbai Slums

Societal, cultural and economic changes

Advances in practice and therapeutic approaches

Service models: The weakest link

Why hard-to-reach groups are also hard to research

Principles and components of high-income countries service model for vulnerable children

Why can we not just translate this model to low- and middle-income countries?

CHAPTER 5: The Road to WACIT

A Trail Blazer into the unknown

Nearly impossible question, or just our own ignorance?

Exploring readiness of systems and communities, strengths and challenges

Partnerships, evidence and the preliminary WACIT model

Building the model: The second WACIT phase

The 6 Continents in 6 Weeks launch: More than mere symbolism

CHAPTER 6: Level 1: Children’s Safety should Permeate Policy, Attitudes and Environments

Levels and thresholds of safety

Policy and legislation

Implementation in child care practice

Shifting attitudes

Thinking ‘child’, ‘vulnerability’ and ‘mental health’

Physical environments and people cannot be disentangled

Interprofessional training means interprofessional care

CHAPTER 7: Nurturing Attitudes and Approaches

Parents and extended family

Kinship care: Within-family or external placement?

Adoptive parents: from assessment to permanency

The wide spectrum of residential care staff needs

Community practitioners’ multiple roles

CHAPTER 8: Building Resilience at School and in the Community

Life never stops in the therapy room

School-based interventions

Involving communities: Exciting but largely untested opportunities

The role of mentors

A new experience of belonging

Linking emotional literacy with a business nous

The power of religion, religiosity and spirituality

CHAPTER 9: Application of Therapeutic Approaches

‘Therapeutic’: A widely used and often misunderstood word

Psychoeducation

Behavioural strategies

Family and attachment-based approaches

Trauma-focused strategies: Usually expected, but where does one start and stop?

Cognitive-behavioural and other applications

CHAPTER 10: Therapeutic Interventions

Making sense of traumatic memories

Therapeutic relief by touching upon the trauma

Indications and misunderstandings of medication

Multimodal programmes and principles

CHAPTER 11: Always a Service Model, whatever the Constraints

Absence of service modelling

Policy encompassing vulnerability

The more ‘inter’ the better, but without dilution

From joint care pathways to joint care plans

No need for specialists, but rather for specialist competencies

The importance of indirect service activities

Genuine user participation

Are we making impact? The ever growing and changing role of service evaluation

High-income countries (HIC)

Low- and middle-income countries (LMIC)

CHAPTER 12: Training in a Service Context

Service connotations and principles

Inter-connectedness between training and service provision

Learning objectives and format of delivery

Trauma-related awareness and foundation knowledge

Continuous professional development (CPD) or lifelong learning

Optimizing the deceptively scary use of new technologies

Organizational issues to be considered

EPILOGUE

BOOK REFERENCES BY CHAPTER