Psychological Therapy for Paediatric Acquired Brain Injury: Innovations for Children, Young People and Families, 1st Edition (Paperback) book cover

Psychological Therapy for Paediatric Acquired Brain Injury

Innovations for Children, Young People and Families, 1st Edition

Edited by Jenny Jim, Esther Cole

Routledge

288 pages

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Paperback: 9780367276201
pub: 2019-08-30
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pub: 2019-08-30
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Description

Children, young people and families living with an acquired brain injury (ABI), whether through accident, illness, injury or abuse, are rarely offered psychological therapy, and yet the benefits of such interventions can be profound. This important new book, providing a selection of practice examples and insights from frontline practitioners will be essential reading for any paediatric therapist or clinician.

Beginning with a ‘life story’ of the brain where emphasis is placed on how brain development is fundamentally related to its environment, the book offers key background knowledge before showcasing the core topics of assessment, psychological formulation and intervention. It features a range of therapeutic models, includes direct and indirect work, group work and family therapy, with settings varying from inpatient neuro-rehabilitation to community work and the transition to education. The long-term needs of those in the criminal justice system are also addressed. The closing chapters focus on the debate around effective outcome measurement and outline a vision for better services.

Elevating the voices of our children, young people and families living with ABI, this pioneering book will provide practitioners with the confidence to work collaboratively across a range of children and young people with disorders of consciousness or communication to those with behaviour that challenges others to manage. It offers new ways to understand both children’s pasts and their futures, and, will be essential reading for anyone in the field.

Table of Contents

List of Figures and Tables

Editors’ Acknowledgements

About the Editors

About the Contributors

Preface

Series Editor’s Foreword

Experts by Experience Reflections

 

INTRODUCTION

Jenny Jim and Heather Liddiard

 

PART I: GETTING STARTED

CHAPTER ONE

"My life story" by The Brain

Jenny Jim

CHAPTER TWO

An introduction to paediatric acquired brain injury

Daniel Stark, Suresh Pujar, Isobel Heyman and Tara Murphy

CHAPTER THREE

Assessment in paediatric acquired brain injury

Fergus Gracey and Suzanna Watson

CHAPTER FOUR

Using biopsychosocial formulations in paediatric neuro-rehabilitation

Jenny Jim and Heather Liddiard

 

PART II: INNOVATIONS IN PSYCHOLOGICAL THERAPY

CHAPTER FIVE

Narrative inspired interview with the brain

Jenny Jim

CHAPTER SIX

Child-centred play therapy for trauma: From non-verbal to narrative expression

Anne Fullalove

CHAPTER SEVEN

Structured narrative therapy for children with severe acquired brain injury

Alison Perkins

CHAPTER EIGHT

Systemic and narrative therapeutic work with families whose child has sustained a profound brain injury

Rachel Ames

CHAPTER NINE

Narrative approaches for behaviour that challenges post-injury

Esther Cole

CHAPTER TEN

The ‘Beads of Life’ approach adapted for young people with an acquired brain injury

Sara Portnoy and Liz Ireland

CHAPTER ELEVEN

Systemic storytelling following childhood acquired brain injury: A family business

Sarah Helps

CHAPTER TWELVE

Psychotherapy for children and young people with brain injury in conflict with the law

Huw Williams, James Tonks, and Simone Fox

CHAPTER THIRTEEN

The road to transition: A SHARED model

Laura Carroll, Elizabeth Roberts and Gemma Costello

PART III: WHAT DIFFERENCES CAN WE MAKE?

CHAPTER FOURTEEN

Reflections on outcome measurement in child neuropsychological rehabilitation: a child-centred approach

Katie Byard and Sophie Gosling

CHAPTER FIFTEEN

Our children do deserve better

Jenny Jim, Heather Liddiard and Esther Cole

Appendix: Theory-practice links in "Narrative inspired interview with the Brain"

Index

LIST OF FIGURES AND TABLES

2:1 Data extracted from Parslow et al. (2005) highlighting relationship between age and cause of TBI

3:1 Diagram showing the reciprocal interaction between individual and contextual aspects of development, the disruption of this interplay arising following ABI, aligned with key principles for consideration in assessment, formulation and rehabilitation

3:2 Developmental trajectories post childhood ABI. (From Limond, Adlam & Cormack (2014). The Clinical Neuropsychologist Vol. 28:2 pp. 181-198 (2014). Permissions from www.tandfonline.com)

3:3 Children and Youth Version of the International Classification of Functioning (World Health Organisation, 2007; McDougall et al., 2008)

3:4 Visual Presentation of Standardised Assessment Scores

3:5 Assessment scores presented with standard deviation curve

 

4:1 The SPECS model

4:2 A SPECS profile: strengths and needs

4:3 The SNAP model: The Systematic Neuropsychological Assessment Profile

4:4 NIF-TY:  The Neuropsychological Integrated Formulation profile

4:5 NIF-TY: pre-injury, developmental stage, brain injury and impact post-injury

4:6 NIF-TY: presenting problem, risks, measures and CYP’s view

4:7 NIF-TY: intervention and evaluation

4:8 Diagram of the clinical process underlying formulation and goal setting

7:1 Provisional developmental model of capacities required to develop insight

9:1 Narrative Timeline (adapted from White, 2004)

9:2 A Contextual, Systemic Formulation of James’ Neuropsychological Rehabilitation and Psychological Adjustment to ABI

9:3 Problem-saturated Story (adapted from White, 2004)

11:1 Stories told by the Bell family

13:1 The SHARED Model

13:2 The SHARED model in focus.

14:1 The ICF Model depicting interaction between he components of Functioning and Disability and Contextual Factors. Adapted from the "International classification of functioning, disability and health" by World Health Organisation. Geneva: World Health Organisation. Copyright 2001 by the World Health Organisation.

 

Tables

3.1Box 1. 10 Ideas that influence practice of assessment of paediatric ABI in the community

7:1 Positive Story Themes in Theo’s Document

7:2 Summary of therapy sessions with Grace and Theo

7:3 Grace’s ratings of therapy outcome using Likert scale

7:4 Theo’s ratings of therapy outcome

8:1 Themes and dilemmas families face when their CYP sustains a profound brain injury

9:1 Narrative approach: Neuropsychological adaptations

13:1 ABI: Challenges for transition

14:1 CDE recommended outcome measures for children with ABI, comparison with measures used in different settings (See McCauley et al., 2012).

Appendix: Theory-practice links in "Narrative inspired interview with the Brain"

About the Editors

Dr. Jenny Jim is a Consultant and Principal Clinical Psychologist with a passion for improving the lives of children, young people and families affected by acquired brain injury. She is the Deputy Programme Director (Clinical) of the Professional Doctorate in Clinical Psychology at the University of East London. Jenny is a clinical academic that works with families, develops & researches innovations, lectures and trains clinical psychologists for the NHS.

Dr. Esther Cole is a Highly Specialist Clinical Psychologist working in the NHS and private sector. Her most recent position is with a community multi-disciplinary paediatric therapy centre. Her therapeutic orientations and research interests are broad, investigating the effective integration of psychological approaches for adults and children with mental health and neurological conditions.

About the Series

The Brain Injuries Series

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
PSY020000
PSYCHOLOGY / Neuropsychology
PSY036000
PSYCHOLOGY / Mental Health