Activity plan assignment
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Write-up of an activity plan for hospitalized children to use as a hands-on, developmentally appropriate therapeutic activity.
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For this Discussion, review the course-specific case study for Claudia and the Chiesa (2012) and Taylor (2009) articles.
By Day 3
Post
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.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
By Day 5
Respond
to at least two colleagues by expanding on evidence in support of play therapy.
Required Readings
Chiesa, C. (2012). Scripts in the sand: Sandplay in transactional analysis psychotherapy with children.
Transactional Analysis Journal, 42
(4), 285–293.
Note:
Retrieved from Walden Library databases.
Malawista, K. L. (2004). Rescue fantasies in child therapy: countertransference/transference enactments.
Child & Adolescent Social Work Journal, 21
(4), 373–386.
Retrieved from Walden Library databases.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Working with Children and Adolescents: The Case of Claudia (pp. 15–17)
Note
: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.
Ruffolo, M. C., & Allen-Meares, P. (2013). Intervention with children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.),
Social work practice with individuals and families: Evidence-informed assessments and interventions
(pp. 41–69). Hoboken, NJ: Wiley.
Taylor, E. R. (2009). Sandtray and solution-focused therapy.
International Journal of Play Therapy, 18
(1), 56–68.
Retrieved from Walden Library databases.
Christogiorgos, S., & Giannakopoulos, G. (2015). Parental presence and countertransference phenomena in psychoanalytic psychotherapy of children and adolescents.
Psychoanalytic Social Work, 22
(1), 1-11.
Retrieved from Walden Library databases.
Optional Resources
Gil, E. (1991).
The healing power of play: Working with abused children
. New York, NY: Guilford Press:
Chapter 2, “The Child Therapies: Application in Work With Abused Children (pp. 26–36) (PDF)
Ch.
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Claudia’s family lives in an impoverished urban neighborhood with a rising crime rate. After Claudia witnessed a mugging in her neighborhood, her mother reported that she became very anxious and “needy.” She cried frequently and refused to be in a room alone without a parent. Claudia made her parents lock the doors after returning home and would ask her parents to check the locks repeatedly. When walking in the neighborhood, Claudia would ask her parents if people passing are “bad” or if an approaching person is going to hurt them. Claudia had difficulty going to bed on nights when her mother worked, often crying when her mother left. Although she was frequently nervous, Claudia was comforted by her parents and has a good relationship with them. Claudia’s nervousness was exhibited throughout the school day as well. She asked her teachers to lock doors and spoke with staff and peers about potential intruders on a daily basis.
Claudia’s mother, Paula, was initially hesitant to seek therapy services for her daughter due to the family’s undocumented status in the country. I met with Claudia’s mother and utilized the initial meeting to explain the nature of services offered at the agency, as well as the policies of confidentiality. Prior to the meeting, I translated all relevant forms to Spanish to increase Paula’s comfort. Within several minutes of talking, Paula noticeably relaxed, openly sharing the family’s history and her concerns regarding Claudia’s “nervousness.” Goals set for Claudia included increasing Claudia’s ability to cope with anxiety and increasing her ability to maintain attention throughout her school day.
Using child-centered and directed play therapy approaches, I began working with Claudia to explore her world. Claudia was intrigued by the sand tray in my office and selected a variety of figures, informing me that each figure was either “good” or “bad.” She would then construct scenes in the sand tray in which she would create protective barriers around the good figures, protecting them from the bad. I reflected upon this theme of good versus bad, and Claudia developed the ability to verbalize her desire to protect good people.
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For this Discussion, review the course-specific case study for Claudia and the Chiesa (2012) and Taylor (2009) articles.
By Day 3
Post
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.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
By Day 5
Respond
to at least two colleagues by expanding on evidence in support of play therapy.
Required Readings
Chiesa, C. (2012). Scripts in the sand: Sandplay in transactional analysis psychotherapy with children.
Transactional Analysis Journal, 42
(4), 285–293.
Note:
Retrieved from Walden Library databases.
Malawista, K. L. (2004). Rescue fantasies in child therapy: countertransference/transference enactments.
Child & Adolescent Social Work Journal, 21
(4), 373–386.
Retrieved from Walden Library databases.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Working with Children and Adolescents: The Case of Claudia (pp. 15–17)
Note
: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.
Ruffolo, M. C., & Allen-Meares, P. (2013). Intervention with children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.),
Social work practice with individuals and families: Evidence-informed assessments and interventions
(pp. 41–69). Hoboken, NJ: Wiley.
Taylor, E. R. (2009). Sandtray and solution-focused therapy.
International Journal of Play Therapy, 18
(1), 56–68.
Retrieved from Walden Library databases.
Christogiorgos, S., & Giannakopoulos, G. (2015). Parental presence and countertransference phenomena in psychoanalytic psychotherapy of children and adolescents.
Psychoanalytic Social Work, 22
(1), 1-11.
Retrieved from Walden Library databases.
Optional Resources
Gil, E. (1991).
The healing power of play: Working with abused children
. New York, NY: Guilford Press:
Chapter 2, “The Child Therapies: Application in Work With Abused Children (pp. 26–36) (PDF)
Ch.
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Claudia is a 6-year-old, Hispanic female residing with her biological mother and father in an urban area. Claudia was born in the United States 6 months after her mother and father moved to the country from Nicaragua. There is currently no extended family living in the area, but Claudia’s parents have made friends in the neighborhood. Claudia’s family struggles economically and has also struggled to obtain legal residency in this country. Her father inconsistently finds work in manual labor, and her mother recently began working three nights a week at a nail salon. While Claudia is bilingual in Spanish and English, Spanish is the sole language spoken in her household. She is currently enrolled in a large public school, attending kindergarten.
Claudia’s family lives in an impoverished urban neighborhood with a rising crime rate. After Claudia witnessed a mugging in her neighborhood, her mother reported that she became very anxious and “needy.” She cried frequently and refused to be in a room alone without a parent. Claudia made her parents lock the doors after returning home and would ask her parents to check the locks repeatedly. When walking in the neighborhood, Claudia would ask her parents if people passing are “bad” or if an approaching person is going to hurt them. Claudia had difficulty going to bed on nights when her mother worked, often crying when her mother left. Although she was frequently nervous, Claudia was comforted by her parents and has a good relationship with them. Claudia’s nervousness was exhibited throughout the school day as well. She asked her teachers to lock doors and spoke with staff and peers about potential intruders on a daily basis.
Claudia’s mother, Paula, was initially hesitant to seek therapy services for her daughter due to the family’s undocumented status in the country. I met with Claudia’s mother and utilized the initial meeting to explain the nature of services offered at the agency, as well as the policies of confidentiality. Prior to the meeting, I translated all relevant forms to Spanish to increase Paula’s comfort. Within several minutes of talking, Paula noticeably relaxed, openly sharing the family’s history and her concerns regarding Claudia’s “nervousness.” Goals set for Claudia included increasing Claudia’s ability to cope with anxiety and increasing her ability to maintain attention throughout her school day.
Using child-centered and directed play therapy approaches, I began working with Claudia to explore her world. Claudia was intrigued by the sand tray in my office and selected a variety of figures, informing me that each figure was either “good” or “bad.” She would then construct scenes in the sand tray in which she would create protective barriers around the good figures, protecting them from the bad. I reflected upon this theme of good versus bad, and Claudia developed the ability to verbalize her desire to protect good people.
I .
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Play therapy is a form of psychotherapy that uses play to help children ages 3-12 express and process their experiences and feelings. It allows children to communicate nonverbally through play, their natural form of expression. Play therapy for pediatric cancer patients aims to reduce stress, release tension, and encourage positive development. It involves various types of play like role play, fantasy play, arts and crafts, and activities centered around medical themes and experiences. The goal is for children to develop self-confidence and coping skills to deal with their illness and hospitalization. Play therapists use toys, games and a safe environment to help children communicate freely without pressure.
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1. This document discusses nursing care principles for hospitalized children and their families. It covers preventing separation from parents, minimizing loss of control, and reducing fear of bodily injury.
2. Strategies for supporting coping and normal development are also outlined, including child life programs, rooming-in with parents, and age-appropriate therapeutic play and recreation.
3. Therapeutic play techniques aim to help children of different ages express and work through anxieties related to illness and medical procedures.
Presentation on Panic Disorder
This document discusses panic disorder and presents a therapeutic model using the story of Little Red Riding Hood. It explains that individuals with panic disorder are operating from their "child aspect" without access to their rational "adult" perspectives. The model uses projective storytelling to identify unconscious beliefs and dynamics. Stories are analyzed to reveal themes like confusion between conditional and unconditional love. A 6-phase technique then helps reprocess these patterns by introducing the "missing characters" of Mother, Father and Woodcutter to restore balance and provide new insights and tools for the individual. The goal is to lift panic by helping the inner child find solutions and support through a reconstructed "happy ending."
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Working With Children and Adolescents:
The Case of Claudia
Claudia is a 6-year-old, Hispanic female residing with her biological mother and father in an urban area. Claudia was born in the United States 6 months after her mother and father moved to the country from Nicaragua. There is currently no extended family living in the area, but Claudia’s parents have made friends in the neighborhood. Claudia’s family struggles economically and has also struggled to obtain legal residency in this country. Her father inconsistently finds work in manual labor, and her mother recently began working three nights a week at a nail salon. While Claudia is bilingual in Spanish and English, Spanish is the sole language spoken in her household. She is currently enrolled in a large public school, attending kindergarten. Claudia’s family lives in an impoverished urban neighborhood with a rising crime rate. After Claudia witnessed a mugging in her neighborhood, her mother reported that she became very anxious and “needy.” She cried frequently and refused to be in a room alone without a parent. Claudia made her parents lock the doors after returning home and would ask her parents to check the locks repeatedly. When walking in the neighborhood, Claudia would ask her parents if people passing are “bad” or if an approaching person is going to hurt them. Claudia had difficulty going to bed on nights when her mother worked, often crying when her mother left. Although she was frequently nervous, Claudia was comforted by her parents and has a good relationship with them. Claudia’s nervousness was exhibited throughout the school day as well. She asked her teachers to lock doors and spoke with staff and peers about potential intruders on a daily basis. Claudia’s mother, Paula, was initially hesitant to seek therapy services for her daughter due to the family’s undocumented status in the country. I met with Claudia’s mother and utilized the initial meeting to explain the nature of services offered at the agency, as well as the policies of confidentiality. Prior to the SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR 14 meeting, I translated all relevant forms to Spanish to increase Paula’s comfort. Within several minutes of talking, Paula noticeably relaxed, openly sharing the family’s history and her concerns regarding Claudia’s “nervousness.” Goals set for Claudia included increasing Claudia’s ability to cope with anxiety and increasing her ability to maintain attention throughout her school day. Using child-centered and directed play therapy approaches, I began working with Claudia to explore her world. Claudia was intrigued by the sand tray in my office and selected a variety of figures, informing me that each figure was either “good” or “bad.” She would then construct scenes in the sand tray in which she would create protective barriers around the good figures, protecting them from the bad. I reflected upon this theme of good versus bad, and Claudia developed the abil.
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Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
·
Working with Children and Adolescents: The Case of Claudia (pp. 15–17)
Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.
PRACTICE
13
Working With Children
and Adolescents:
The Case of Claudia
Claudia is a 6-year-old, Hispanic female residing with her biological mother and father in an urban area. Claudia was born in the United States 6 months after her mother and father moved to the country from Nicaragua. There is currently no extended family living in the area, but Claudia’s parents have made friends in the neighborhood. Claudia’s family struggles economically and has also struggled to obtain legal residency in this country. Her father inconsistently finds work in manual labor, and her mother recently began working three nights a week at a nail salon. While Claudia is bilingual in Spanish and English, Spanish is the sole language spoken in her household. She is currently enrolled in a large public school, attending kindergarten.
Claudia’s family lives in an impoverished urban neighborhood with a rising crime rate. After Claudia witnessed a mugging in her neighborhood, her mother reported that she became very anxious and “needy.” She cried frequently and refused to be in a room alone without a parent. Claudia made her parents lock the doors after returning home and would ask her parents to check the locks repeatedly. When walking in the neighborhood, Claudia would ask her parents if people passing are “bad” or if an approaching person is going to hurt them. Claudia had difficulty going to bed on nights when her mother worked, often crying when her mother left. Although she was frequently nervous, Claudia was comforted by her parents and has a good relationship with them. Claudia’s nervousness was exhibited throughout the school day as well. She asked her teachers to lock doors and spoke with staff and peers about potential intruders on a daily basis.
Claudia’s mother, Paula, was initially hesitant to seek therapy services for her daughter due to the family’s undocumented status in the country. I met with Claudia’s mother and utilized the initial meeting to explain the nature of services offered at the agency, as well as the policies of confidentiality. Prior to the
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
14
meeting, I translated all relevant forms to Spanish to increase
Paula’s comfort. Within several minutes of talking, Paula noticeably
relaxed, openly sharing the family’s history and her concerns
regarding Claudia’s “nervousness.” Goals se ...
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Add In The Inclusive Classroom
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Working With Children and Adolescents The Case of Claudia .docx
Working With Children and Adolescents:
The Case of Claudia
Claudia is a 6-year-old, Hispanic female residing with her biological mother and father in an urban area. Claudia was born in the United States 6 months after her mother and father moved to the country from Nicaragua. There is currently no extended family living in the area, but Claudia’s parents have made friends in the neighborhood. Claudia’s family struggles economically and has also struggled to obtain legal residency in this country. Her father inconsistently finds work in manual labor, and her mother recently began working three nights a week at a nail salon. While Claudia is bilingual in Spanish and English, Spanish is the sole language spoken in her household. She is currently enrolled in a large public school, attending kindergarten. Claudia’s family lives in an impoverished urban neighborhood with a rising crime rate. After Claudia witnessed a mugging in her neighborhood, her mother reported that she became very anxious and “needy.” She cried frequently and refused to be in a room alone without a parent. Claudia made her parents lock the doors after returning home and would ask her parents to check the locks repeatedly. When walking in the neighborhood, Claudia would ask her parents if people passing are “bad” or if an approaching person is going to hurt them. Claudia had difficulty going to bed on nights when her mother worked, often crying when her mother left. Although she was frequently nervous, Claudia was comforted by her parents and has a good relationship with them. Claudia’s nervousness was exhibited throughout the school day as well. She asked her teachers to lock doors and spoke with staff and peers about potential intruders on a daily basis. Claudia’s mother, Paula, was initially hesitant to seek therapy services for her daughter due to the family’s undocumented status in the country. I met with Claudia’s mother and utilized the initial meeting to explain the nature of services offered at the agency, as well as the policies of confidentiality. Prior to the SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR 14 meeting, I translated all relevant forms to Spanish to increase Paula’s comfort. Within several minutes of talking, Paula noticeably relaxed, openly sharing the family’s history and her concerns regarding Claudia’s “nervousness.” Goals set for Claudia included increasing Claudia’s ability to cope with anxiety and increasing her ability to maintain attention throughout her school day. Using child-centered and directed play therapy approaches, I began working with Claudia to explore her world. Claudia was intrigued by the sand tray in my office and selected a variety of figures, informing me that each figure was either “good” or “bad.” She would then construct scenes in the sand tray in which she would create protective barriers around the good figures, protecting them from the bad. I reflected upon this theme of good versus bad, and Claudia developed the abil.
Socw 6000 week 3 Sociology homework help.docx
Using multiple assessment tools tailored for children is important when evaluating a child's situation. Assessment should consider the child's environment and development from an ecological perspective. The case study describes a 6-year-old Hispanic girl named Claudia who witnessed a crime and developed anxiety. Her social worker used culturally competent practices, like translating forms to Spanish, to engage Claudia and her mother in therapy. Play therapy helped Claudia process feelings of protecting "good" people from "bad."
Clinical social Immigrant Families.docx
The document summarizes a case study of Claudia, a 6-year-old Hispanic girl from an immigrant family in the US who exhibited anxiety after witnessing a crime in her neighborhood. A clinical social worker met with Claudia and her mother to provide therapy. The social worker used culturally-competent and strengths-based approaches to build trust and assess Claudia's needs, including translating materials and exploring Claudia's experiences through play therapy. Over several months of therapy, Claudia gained skills to manage her anxiety and fears, and her symptoms improved as she felt safer in her environment and relationships. The social worker also provided parenting guidance and psychoeducation to Claudia's mother.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b).
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
·
Working with Children and Adolescents: The Case of Claudia (pp. 15–17)
Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.
PRACTICE
13
Working With Children
and Adolescents:
The Case of Claudia
Claudia is a 6-year-old, Hispanic female residing with her biological mother and father in an urban area. Claudia was born in the United States 6 months after her mother and father moved to the country from Nicaragua. There is currently no extended family living in the area, but Claudia’s parents have made friends in the neighborhood. Claudia’s family struggles economically and has also struggled to obtain legal residency in this country. Her father inconsistently finds work in manual labor, and her mother recently began working three nights a week at a nail salon. While Claudia is bilingual in Spanish and English, Spanish is the sole language spoken in her household. She is currently enrolled in a large public school, attending kindergarten.
Claudia’s family lives in an impoverished urban neighborhood with a rising crime rate. After Claudia witnessed a mugging in her neighborhood, her mother reported that she became very anxious and “needy.” She cried frequently and refused to be in a room alone without a parent. Claudia made her parents lock the doors after returning home and would ask her parents to check the locks repeatedly. When walking in the neighborhood, Claudia would ask her parents if people passing are “bad” or if an approaching person is going to hurt them. Claudia had difficulty going to bed on nights when her mother worked, often crying when her mother left. Although she was frequently nervous, Claudia was comforted by her parents and has a good relationship with them. Claudia’s nervousness was exhibited throughout the school day as well. She asked her teachers to lock doors and spoke with staff and peers about potential intruders on a daily basis.
Claudia’s mother, Paula, was initially hesitant to seek therapy services for her daughter due to the family’s undocumented status in the country. I met with Claudia’s mother and utilized the initial meeting to explain the nature of services offered at the agency, as well as the policies of confidentiality. Prior to the
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
14
meeting, I translated all relevant forms to Spanish to increase
Paula’s comfort. Within several minutes of talking, Paula noticeably
relaxed, openly sharing the family’s history and her concerns
regarding Claudia’s “nervousness.” Goals se ...
Lesson 45
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Activity plan assignment
- 1. Running Header: ACTIVITY PLAN 1 Activity Plan Assignment Abigail Caldwell University of Georgia
- 2. ACTIVITY PLAN 2 Activity Plan Name of Activity & Source: This craft activity is called the Worry Eater and its creative influences came from Pinterest. Materials Used/Needed: The materials needed for this activity are: a small paper bag and markers of several different colors. If time permits, construction paper, glue, and scissors may also be used to further decorate the bag, but these are optional supplies. Demographic Information Madeline is a four-year-old girl; she was completely healthy prior to her diagnoses, but is now hospitalized with ALL (leukemia), and is preparing to begin chemotherapy. Madeline lives with her mother, father, and her older sister, Lilly. The family lives a comfortable, middle-class life, and both parents work day-time jobs, while Lilly is in first grade and Madeline is at preschool. They are Caucasian, they live in a small town in South Carolina, and they regularly attend church services on Sundays; the children also participate in activities put on by the church’s Children’s Christian Education Director. They have many friends at their church, in their school classes, and who live near them in a predominately white, middle-class neighborhood. So far, Madeline has undergone one surgery- to place a port- and she coped well, but she is still showing signs of fear around all medical staff. Types of Activity (Check all that apply) Therapeutic_x_ Diversion_x_ Developmentally Supportive_x_ Expressive_x_ Medical (Role Rehearsal/Reversal) ___ Medical (art)__ Medical (indirect)__ Medical (Fantasy)__ Developmental & therapeutic rational for why activity was chosen The activity chosen includes the creation of a paper bag ‘worry eater’ puppet, on which the patient can use expressive art and imagination to decorate and name. After the creation of the character, a Child Life staff member can encourage the patient to discuss their concerns regarding their upcoming procedures and treatments; the patient can then use ‘Worry Eater’ to imaginarily ‘eat up’ those worries and fears. This therapeutic activity is also described as a diversion because it will temporarily distract the patient from any anxieties through crafting and imaginative discussion about their new friend, ‘Worry Eater.’
- 3. ACTIVITY PLAN 3 This activity will support Madeline, specifically, as she is a four-year-old toddler in Erikson’s initiative vs. guilt stage, meaning she is trying to assert power and control. This play gives her the opportunity to create her own character, and use it to ‘eat up,’ and somewhat control, the things that could scare her during her experience in the hospital. Putting the power of conquering her own fears, quite literally, onto Madeline’s hand, in the form of a ‘Worry Eater’ puppet, will help her to feel comfortable and in control. It will be especially helpful to discuss Madeline’s fears about the medical staff, and use ‘Worry Eater’ to eat them up before they come in her room, or even while they are present. Madeline can even have her sister create a ‘Worry Eater,’ too, and they can become comfortable with them by playing and talking together. Another possible way to use the ‘Worry Eater,’ besides discussing and using its mouth to eat the worries, is by helping Madeline write her fears on little pieces of paper and allowing her to use the puppet’s mouth to crush them up! There are many ways to use ‘Worry Eater’ to help a young child cope with the anxieties of a hospital stay; whether it be through art, discussion, or writing and physical destruction (on a small scale), Madeline has many options to control how she conquers her fears with ‘Worry Eater.’ The patient can decorate Worry Eater as an animal, an imaginative monster, or just cover it in drawings that make he/she happy; there is a lot of freedom in the creation of Worry Eater. Again, the construction paper glued on is optional; Worry Eater’s face and body can simply be drawn on.