BOOK
A Therapeutic Treasure Box for Working with Children and Adolescents with Developmental Trauma
(2017)
Additional Information
Book Details
Abstract
Like a treasure chest, this resource overflows with valuable resources - information, ideas and techniques to inspire and support those working with children who have experienced relational and developmental trauma.
Drawing on a range of therapeutic models including systemic, psychodynamic, trauma, sensory, neurobiological, neurocognitive, attachment, cognitive behavioural, and creative ideas, Dr Karen Treisman explains how we understand trauma and its impact on children, teens and their families. She details how it can be seen in symptoms such as nightmares, sleeping difficulties, emotional dysregulation, rage, and outbursts.
Theory and strategies are accompanied by a treasure trove of practical, creative, and ready-to-use resources including over 100 illustrated worksheets and handouts, top tips, recommended sample questions, and photographed examples.
Overflowing with creative ideas and activities, the thing that makes this resource especially valuable is its sensitivity to the ever-present need for safe containment when using intervention. The author gently prompts our awareness of how creative ways of working can provide safe access to the treasures within, for the children so often hardest to reach.
Logically organised and indexed, each section is held together by well-written, informative insights.
Lisa Nel
BACP - Children, Young people & families
Are you working with traumatized children? Karen Treisman's book is a MUST read!
Liana Lowenstein MSW, RSW, CPT-S, Registered Clinical Social Worker, Certified Play Therapist-Supervisor and Certified TF-CBT Therapist
Relational trauma requires relational repair' says Dr Treisman throughout her book and it's a mantra worth repeating. Her book explains what relational repair really involves, from creating safety and regulation, to exploring complex and layered emotions to tackling rage and sleep disturbances. It is packed with ideas and materials to guide and support therapeutic conversations, much of which could be used by therapeutic parents. What I especially love is the combination of compassion both for child and parent and its insistence on a sound, scientific approach. The pictures, the pebbles, the glue and the glitter are all set within a robust trauma-informed framework that reflect the emotional complexity of building a meaningful relationship with a traumatised child.
For those who labour at the coalface of relational repair, it is a nourishing read that will top up your therapeutic tank and make you feel just that little bit more encouraged and cherished and perhaps even vindicated. It deserves to be widely read by all those involved in supporting the healing of relationally traumatised children from commissioners, policy makers and academics right up to foster carers and adoptive parents.
Sally Donovan OBE, editor for Adoption UK and author of 'No Matter What' and 'The Unofficial Guide to Adoptive Parenting'
This book is truly a treasure trove of ideas, resources, illustrations, and practical photocopiable worksheets. It is written in an accessible, engaging, and practitioner friendly way, with a real focus on the "how to". It combines the latest trauma, neuroscience, sensory, and attachment theories and then describes how to intervene with children in an engaging, creative, and multi-sensory way. The mantra of the book is "relational trauma requires relational repair"; and this ethos echoes throughout the entire book. The book covers the whole spectrum needing to be addressed in a developmental trauma context, from assessment, to strengths and resilience, to self-care, to specific presentations such as outbursts and nightmares; through to endings and goodbyes. This book is a MUST HAVE for mental health practitioners working with traumatized children. In fact, this is the best mental health book I have read in 2017!
Liana Lowenstein
When we lift the lid on a child's trauma it can feel overwhelming and impossible to address. Dr Karen Treisman's accessible, insightful and resource laden book will change this for ever for every practitioner, therapist, parent and carer and the precious children they support.
Jane Evans, Childhood Trauma & Parenting Expert, author of Cyril Squirrel Finds Out About Love and How Are You Feeling Today Baby Bear?
Children are doers more than they are talkers, and when we join them in doing, we find we are able to discover the story at the child's pace. Dr Treisman has given us a wonderful book to help us to do this. Full of ideas, exercises and compassionate ways of joining with children to fully discover who they are, and to help them to manage difficulties that they are experiencing. This is grounded in the best of what we know about relational trauma. This book will enhance the most creative of us, and be a rich resource for those of us who doubt our own creativity. It will give all of us ways to go slower, to help children to feel safe enough to reveal their own story, and to find the confidence to allow us to share this story with their safe parents. Now healing can begin. My treasure box is certainly richer for having this book on my shelf.
Dr. Kim S. Golding, Clinical Psychologist and author
As a Treasure Box, Treisman has created exactly what it says on the tin. Embedded in the relational world of development, this book takes us on a journey of thoughtful, sensitive, creative and deeply moving interventions. The lives and minds of children and young people can only be enriched if we embed this magic in our work.
John Simmonds, OBE, Director of Policy, Research and Development at CoramBAAF, London
This book is an extraordinary achievement. It is packed with myriad, tools, methods and suggestions that will be indispensable to therapists, parents and anyone working with traumatised kids. Most importantly, the book's simplicity is deceptive as every page is built on the firm foundations of the latest science and a deep understanding of the effects of developmental trauma. I predict this will be a book that trauma therapists will be scared to leave home without.
Dr. Graham Music, Consultant Psychotherapist, Tavistock Clinic and author of Nurturing Natures
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| A Therapeutic Treasure Box for Working With Children and Adolescents with Developmental Trauma - Creative Techniques and Activities, by Dr. Karen Treisman | 3 | ||
| 1. Introduction to Using the Book, Guiding Principles, and Underpinning Rationale | 23 | ||
| Pitfalls, planning, preparation, principles, and overall factors to be mindful of when implementing the strategies in this book | 23 | ||
| The target audience and the terms used | 23 | ||
| Unique individuals within unique contexts | 24 | ||
| Informed by assessment, formulation, and code of conduct | 24 | ||
| Being mindful of the potential impact of the exercises, and the importance of familiarising and practising the tools before implementing them | 25 | ||
| Believing and investing in the tools | 25 | ||
| Part of a bigger process: exhale, expand, and embed | 25 | ||
| The magic is in the process, not just the product | 26 | ||
| Relational trauma requires relational repair – keeping the relationship at the centre | 27 | ||
| Relational and developmental trauma framework and child development base | 27 | ||
| Prioritising and establishing multi-levelled safety first | 27 | ||
| Viewing behaviour within a context and as a form of communication | 28 | ||
| Holding in mind what ghosts, angels, and other relational dynamic children/families are bringing into the room | 28 | ||
| Working with hesitance and cautiousness | 30 | ||
| Non-verbal communication and whole-body listening | 30 | ||
| Explaining the rationale, linking to other concepts, and gaining consent | 30 | ||
| Timing and location | 31 | ||
| Greetings and hellos | 32 | ||
| Being prepared and handling items with care | 32 | ||
| Areas of difference and selection of materials | 33 | ||
| Starting small and in a manageable way | 33 | ||
| Routine and structure | 33 | ||
| Balanced with strengths and lightness | 34 | ||
| Monitoring and evaluating tools | 34 | ||
| Recording their journey through making a personal folder or box | 34 | ||
| Why creative and expressive tools and techniques might be helpful in the context of relational and developmental trauma and when working with young people | 34 | ||
| 2. Tools for Supporting the Assessment and Engagement of and Building Rapport with Young People | 37 | ||
| Introduction | 37 | ||
| Practical, expressive, and creative assessment tools and techniques | 37 | ||
| Free playing and drawing | 37 | ||
| Shared and co-constructing activities | 39 | ||
| Getting to know the child and all-about-me tasks | 39 | ||
| Story of my name | 43 | ||
| Family sculpts, genograms, and eco-maps | 44 | ||
| Directive exercises using the arts | 45 | ||
| Expressing, identifying, and expanding on a range of feelings | 48 | ||
| Children’s goals, wishes, hopes, and dreams for therapy, themselves, their relationships, and their lives | 49 | ||
| Scaling and measuring | 49 | ||
| Visual timeline, path, paper chain, or comic strip | 51 | ||
| 3. Working Towards Establishing Multi-Levelled Safety (Inner Safety, Emotional Safety, Physical Safety, Felt Safety) | 73 | ||
| Introduction and why establishing safety is fundamental to interventions within the context of relational and developmental trauma | 73 | ||
| Experience-dependent brain and trauma as multi-sensory experience | 73 | ||
| Survival mode and safety | 78 | ||
| Implications for practice | 79 | ||
| Actively working towards establishing safety within the therapeutic process | 80 | ||
| Practical and creative strategies for contributing to the feeling of multi-levelled safety | 81 | ||
| Conversations about safety and safety collages, images, poems, and sculpts | 81 | ||
| Creating a place of safety (physical) | 82 | ||
| Creating a safe place (cognitive/imaginary) and \nusing creative methods to embed the concept | 83 | ||
| A safe place for an item/object | 86 | ||
| Safety tour | 87 | ||
| Creating a calming, soothing, and self-regulating box | 87 | ||
| Safe person/people | 92 | ||
| Safety shield and protective items | 95 | ||
| Exploring our and others’ multi-layered triggers | 95 | ||
| Self-regulation, centering, and grounding activities to increase feelings of safety | 98 | ||
| Coping and option cards | 100 | ||
| 4. Strategies for Supporting Children who have Experienced Relational and Developmental Trauma to Identify, Label, Express, and Regulate their Feelings | 119 | ||
| Introduction | 119 | ||
| Emotional regulation in the context of relational and developmental trauma | 119 | ||
| Implications for practice | 124 | ||
| Practical strategies for supporting children to identify, express, name, and regulate their emotions | 125 | ||
| Role models and everyday naming of feelings | 125 | ||
| Practising and rehearsing | 125 | ||
| Self-reflection and self-care | 126 | ||
| Getting to know the whole child | 126 | ||
| All feelings are accepted | 126 | ||
| Mixed and a melting pot of feelings | 127 | ||
| Creative, expressive, and playful ways to discuss feelings | 128 | ||
| Externalising and metaphors | 135 | ||
| Mind–body links | 136 | ||
| Monitoring arousal levels | 137 | ||
| Strength, Resilience, and Hope-Based Practices | 171 | ||
| 5. Finding Ways to Identify, Notice, Celebrate, and Build on Children’s Strengths, Skills, Resilience, and Positive Qualities | 171 | ||
| Why is focusing on building children’s self-esteem so important? | 171 | ||
| Negative self-beliefs reinforced by the wider systems (the power of language) | 175 | ||
| Strengths-based language and storying | 176 | ||
| Our own relationship with praise, encouragement, and positive feedback | 178 | ||
| Finding it difficult and/or uncomfortable to hear and receive praise and positive feedback | 179 | ||
| Children who find it harder to identify positives about themselves | 181 | ||
| Practical and creative strategies for building on children’s self-esteem and positive sense of self | 183 | ||
| Modelling verbally and non-verbally positive self-esteem | 183 | ||
| Naming, validating, and acknowledging a child’s emotions and lived experiences | 184 | ||
| Quality time together and really getting to know the young person | 184 | ||
| Confidence-boosting and curiosity-enhancing activities | 184 | ||
| Providing opportunities for mastery and agency | 185 | ||
| Maximising opportunities for success | 185 | ||
| Normalising and owning mistakes | 186 | ||
| Keeping the young person in mind and showing them this | 186 | ||
| Non-verbal and verbal praise | 186 | ||
| Tangible, creative, and expressive ways of noticing, celebrating, praising, and expanding on the child’s positive skills, strengths, talents, qualities, and attributes | 187 | ||
| Praise boards, strengths cards, and celebration walls | 187 | ||
| Maximising on everyday items and routines | 187 | ||
| Sparkle moments diary, treasure box, journey/jewel jar, and bottled brilliance | 187 | ||
| Positive affirmations | 188 | ||
| Tower of strengths, skyscraper of strengths, patchwork of positives, shield of strengths, blanket of bravery, pillow of positives, and quilt of qualities | 189 | ||
| Rainbow of resources, puzzle of positives, brilliant beautiful body, and star of strengths | 190 | ||
| Strengths doodle bear, blanket, T-shirt, pillow, and scarf | 190 | ||
| Chocolate box of positive qualities, positive pearls, and strength shells/stars | 191 | ||
| Positive name acronym, positive self-portrait, picture of positives, and strengths snowflake | 191 | ||
| Strengths-based jewellery | 192 | ||
| Self-esteem and sensory hand | 192 | ||
| Expanding and embedding each identified positive trait | 193 | ||
| Reflecting on past challenges, what skills the young person has overcome, and what journey they have travelled | 194 | ||
| Externalising confidence and self-esteem | 196 | ||
| Role models and inspirers | 197 | ||
| Tree of Life (Ncube, 2007) | 198 | ||
| Re-shaping ideas and metaphors of negativity and criticism | 198 | ||
| Imagery re-scripting | 201 | ||
| Future-oriented thinking and reconnecting with dreams | 202 | ||
| 6. Strengthening and Supporting “Parent–Child” Relationships, Relational Trust, and Interpersonal Connections | 231 | ||
| Who is this chapter for? | 231 | ||
| Positioning these strategies within the context of parent–child therapies and factors to be mindful of | 232 | ||
| Why is it important to focus on parent/caregiver–child relationships in the context of relational and developmental trauma? | 232 | ||
| Some of the complexities of therapeutically re-parenting a child: the parenting orchestra/choir (adapted from Working with Relational and Developmental Trauma in Children and Adolescents–Treisman, 2016) | 234 | ||
| Some underpinning positions and frameworks for promoting positive parent–child relationships in the context of relational and developmental trauma | 236 | ||
| Awareness, sensitivity, and knowledge around the multi-layered impact of developmental and relational trauma and how this requires relational repair | 237 | ||
| Second-chance secure base and safe haven | 237 | ||
| Staying regulated and in one’s thinking mind | 238 | ||
| Acknowledging, naming, and validating emotions and lived experiences | 239 | ||
| Viewing behaviour as a form of communication and as being within a context | 240 | ||
| Developmentally sequenced parenting | 242 | ||
| Whole-brain-body approach | 243 | ||
| Consistent and predictable parenting | 244 | ||
| Picking battles and setting limits | 244 | ||
| Warm, playful, and nurturing parenting | 246 | ||
| Spending quality time together | 247 | ||
| Really getting to know each other | 247 | ||
| Normalising and owning mistakes | 247 | ||
| Keeping the young person in mind and showing them that they have been kept in mind | 248 | ||
| Providing opportunities for mastery and agency | 248 | ||
| Strengths, resiliency, and hope | 249 | ||
| Practical and creative strategies for building and improving parent–child relationships | 250 | ||
| Magnifying positives and being strengths-focused | 250 | ||
| Solution-focused ideas and expanding on the unique exceptions | 254 | ||
| Reflecting on what a positive relationship is, exploring each other’s meaning-making around relationships, and using inspirational quotes | 256 | ||
| Understanding the roots and the feeders of some relationship difficulties | 257 | ||
| The journey of one’s relationship | 259 | ||
| Reflecting on wishes and hopes for one’s relationship | 260 | ||
| Perspective-taking and role reversal | 260 | ||
| Sense of belonging and connectedness | 261 | ||
| Turn-taking, building trust, and safe ways of having agency | 262 | ||
| Promoting safe and positive touch | 263 | ||
| Rituals and routines | 264 | ||
| Team Around the Family: Caring for the Caring | 281 | ||
| 7. Holding Carers in Safe Hands, Thinking Minds, and Regulating Bodies | 281 | ||
| Who is this chapter aimed at? | 281 | ||
| Why is self-care so important in the context of relational and developmental trauma? | 281 | ||
| Practical strategies for addressing and improving self-care | 289 | ||
| Triggers and hotspots | 289 | ||
| Being informed and supported | 290 | ||
| Personal and professional team of support | 290 | ||
| Expectations and setting yourself up to fail (SMART goals) | 293 | ||
| Integrating feel-good factors into daily routines | 294 | ||
| Self-care plan/pledge and regulating activities | 294 | ||
| De-roleing and going to one’s safe place | 295 | ||
| Strengths-based reflection and positive affirmations | 295 | ||
| Strengths-based strategies | 296 | ||
| Strengths-based, take-back practice letter | 296 | ||
| 8. Strategies for Understanding, Reducing, and Responding to Outbursts, Tantrums, Rage, and Expressions of Dysregulation | 319 | ||
| Introduction | 319 | ||
| Understanding further outbursts, rage, and expressions of dysregulation in the context of relational and developmental trauma | 319 | ||
| Experience and relationship to toxic stress and dysregulation | 319 | ||
| Anger as a form of communication and as a protective survival strategy | 323 | ||
| Dysregulation and the interplay with past experiences | 325 | ||
| Social learning theory – learned behaviour | 326 | ||
| Hostile attribution bias | 327 | ||
| Some key messages and principles about anger, rage, dysregulation, and outbursts | 328 | ||
| The feeling is OK and understandable | 328 | ||
| Early intervention and prevention | 328 | ||
| Behavioural change within the context of a relationship | 329 | ||
| Where possible, avoid assumptions | 329 | ||
| The cycle of anger being reinforced: negative discourses | 329 | ||
| Assessment of the behaviours | 330 | ||
| Behaviour as communication | 332 | ||
| Points to be mindful of/tips around the following strategies | 333 | ||
| Practical and creative strategies for reducing and responding to outbursts and dysregulation | 334 | ||
| Role-modelling, self-care, and self-regulation | 334 | ||
| Labelling, identifying, and expressing emotions | 335 | ||
| Monitoring and recording emotions | 336 | ||
| Exploring multi-layered triggers | 337 | ||
| Emphasising the helpfulness of talking and sharing | 338 | ||
| Expectations and goals | 339 | ||
| Behavioural contracts, house rules, and consequences | 340 | ||
| Keeping and breaking rules | 341 | ||
| Praise, encouragement, and positive reinforcement | 341 | ||
| Mastery and a sense of agency | 342 | ||
| Picking one’s battles and problem-solving | 342 | ||
| Creative and playful ways of exploring and externalising “the anger/aggression/outbursts” | 342 | ||
| Exploring, describing, and reflecting on the feeling of anger | 342 | ||
| Making links between the mind and the body through body-mapping | 343 | ||
| Externalising the difficulties | 344 | ||
| Creatively exploring the functions and consequences of “the anger” | 346 | ||
| Role-play and practising | 348 | ||
| Stop, think, and go | 349 | ||
| Sensory, body-based, and regulating activities | 350 | ||
| Coping and option cards – keeping a record of what works | 350 | ||
| 9. Supporting Children who are Experiencing Nightmares and Sleep Difficulties | 367 | ||
| Introduction and reflecting on nightmares in the context of trauma | 367 | ||
| Cycles and patterns of nightmares | 369 | ||
| Assessment of nightmares | 369 | ||
| Psychoeducation techniques | 371 | ||
| Normalising, empathising, and modelling | 371 | ||
| Meaning-making, sense-making, and reflecting on the associated thoughts and feelings | 371 | ||
| Some practical and creative tools to help make night time feel and be more comforting | 371 | ||
| Things to avoid | 372 | ||
| Calming and comforting experiences before bed | 372 | ||
| Routine and rituals | 373 | ||
| Holding children in mind and showing children that they are held in mind | 374 | ||
| Making a worry/nightmare box or keeping a worry/nightmare diary | 375 | ||
| Worry monsters and worry eaters (see Photo 9.9) | 376 | ||
| Happy, calming, positive, and safe box | 377 | ||
| Happy, calming, positive, and safe poster (see Photo 9.11) | 378 | ||
| Safe place pillow, blanket, or doodle bear | 379 | ||
| Dreaming diary, book of beauty, positive pad, or artwork of dreams | 379 | ||
| Sleeping well accessories – worry dolls, dream catchers, wishing fairies, magic fairy dust, and guardian angels (see Photo 9.14) | 379 | ||
| Safety and protective items and people | 380 | ||
| Celebrate and notice when the nightmares are absent | 381 | ||
| Externalising and creatively expressing the nightmares | 381 | ||
| Imagery re-scripting | 382 | ||
| Recording what works: coping and option exercises | 383 | ||
| 10. Preparing, Planning, Reflecting on, and Expressing Endings, Changes, Goodbyes, and Transitions | 387 | ||
| Why are endings and transitional work so crucial in the context of relational and developmental trauma? | 387 | ||
| Therapists’ own experiences of endings | 388 | ||
| Structure of the chapter: transitions and endings | 389 | ||
| Preparing for and supporting transitions | 389 | ||
| Supporting significant endings and working towards reparative endings | 392 | ||
| Some strategies to support significant endings and goodbyes | 392 | ||
| Naming, acknowledging, and validating the range of feelings evoked by endings, including some mixed feelings | 392 | ||
| Punctuating the stages | 393 | ||
| Creatively reflecting on the journey | 393 | ||
| Reflecting further on changes and progresses made | 395 | ||
| Expanding on the journey, the changes, and the strengths of the therapeutic process and how to take some of those lessons with them | 396 | ||
| Hopes, fears, and expectations for the future | 397 | ||
| Tree of Life (Ncube, 2007) | 398 | ||
| A take-back practice letter | 398 | ||
| Ending gifts and transitional objects | 398 | ||
| Future problem-solving and creating coping cards | 398 | ||
| References | 413 | ||
| Further Reading | 419 | ||
| List of Worksheets | 52 | ||
| Worksheet 2,1 - Assessment areas and questions to consider when undertaking an attachment and trauma-informed assessment | 52 | ||
| Worksheet 2.2 - Pieces of me | 61 | ||
| Worksheet 2.3 - “All About Me” puzzle | 62 | ||
| Worksheet 2.4 - “All About Me” patchwork | 63 | ||
| Worksheet 2.5 - “All About Me” rainbow | 64 | ||
| Worksheet 2.6 - Genograms and cultural genograms | 65 | ||
| Worksheet 2.7 - Sentence-completion ideas | 68 | ||
| Worksheet 2.8 - Making wishes genie | 70 | ||
| Worksheet 2.9 - Wishing wizard or dreaming dragon | 71 | ||
| Worksheet 3.1 - Feeling unsafe/putting up defences | 101 | ||
| Worksheet 3.2 - Multi-layered triggers | 102 | ||
| Worksheet 3.3 - Exploring the feeling of safety | 103 | ||
| Worksheet 3.4 - Exploring the feelings and meaning of safety further | 105 | ||
| Worksheet 3.5 - Exploring my different senses | 106 | ||
| Worksheet 3.6 - My sensory hand | 107 | ||
| Worksheet 3.7 - Things that bug me (triggers) | 108 | ||
| Worksheet 3.8 - Things that push my buttons (triggers) | 109 | ||
| Worksheet 3.9 - Grounding, soothing, and regulating cards | 110 | ||
| Worksheet 3.10 - Octopus of options | 114 | ||
| Worksheet 3.11 - My treasure box of tools | 115 | ||
| Worksheet 3.12 - A sample coping card | 116 | ||
| Worksheet 3.13 - A blank template for creating a coping card | 117 | ||
| Worksheet 4.1 - I recognise when…is feeling…because they show me through their… | 139 | ||
| Worksheet 4.2 - I recognise when I am feeling…because I show it through my… | 140 | ||
| Worksheet 4.3 - Puzzle of different feelings | 141 | ||
| Worksheet 4.4 - Puzzle person of different feelings | 142 | ||
| Worksheet 4.5 - Patchwork of feelings | 143 | ||
| Worksheet 4.6 - Box of feelings | 144 | ||
| Worksheet 4.7 - Feelings and emotions cards | 145 | ||
| Worksheet 4.8 - Table of feelings words | 150 | ||
| Worksheet 4.9 - Anger is (using metaphors)… | 152 | ||
| Worksheet 4.10 - Sadness is (using metaphors)… | 154 | ||
| Worksheet 4.11 - Happiness is (using metaphors)… | 156 | ||
| Worksheet 4.12 -Worry is (using metaphors)… | 158 | ||
| Worksheet 4.13 - Draw or use Play-Doh to show the different emotions on the blank faces | 160 | ||
| Worksheet 4.13 - Feelings wheel | 162 | ||
| Worksheet 4.15 - Head of thoughts and feelings | 163 | ||
| Worksheet 4.16 - House of feelings | 164 | ||
| Worksheet 4.17 - Feelings TV and feelings channels | 165 | ||
| Worksheet 4.18 - Colour, draw, or design where and how you feel the different core emotions in your body | 166 | ||
| Worksheet 4.19 - Feelings thermometer | 167 | ||
| Worksheet 4.20 - Thoughts, feelings, physical sensations, and behaviours | 168 | ||
| Worksheet 4.21 - Head, heart, and hands | 169 | ||
| Worksheet 4.22 - Thoughts, feelings, actions, and sensations diary | 170 | ||
| Worksheet 5.1 - Common core beliefs worksheet | 204 | ||
| Worksheet 5.2 - Magnetic thoughts and feelings worksheet | 205 | ||
| Worksheet 5.3 - Positive reframing and alternatives to “don’t”, “stop”, and “no” | 206 | ||
| Worksheet 5.4 - List of positive descriptors and adjectives | 207 | ||
| Worksheet 5.5 - Reflecting on my strengths and positive qualities | 211 | ||
| Worksheet 5.6 - SMART goals: think SMART | 213 | ||
| Worksheet 5.7 - My treasure box diary | 217 | ||
| Worksheet 5.8 - Gifts I have been given and gifts that I have to give… | 219 | ||
| Worksheet 5.9 - Bottling up special moments | 220 | ||
| Worksheet 5.10 - Puzzle of positives | 221 | ||
| Worksheet 5.11 - Patchwork of positives | 222 | ||
| Worksheet 5.12 - Star of strengths | 223 | ||
| Worksheet 5.13 - Tree of Life Narrative Therapy technique | 224 | ||
| Worksheet 5.14 - Time capsule | 226 | ||
| Worksheet 5.15 - Making wishes genie | 227 | ||
| Worksheet 5.16 - Wishing wizard or dreaming dragon | 228 | ||
| Worksheet 5.17 - Strengths-based approach: writing a take-back practice letter | 229 | ||
| Worksheet 6.1 - Keeping myself safe | 265 | ||
| Worksheet 6.2 - Core emotions and history of emotions exercise | 266 | ||
| Worksheet 6.3 - Listening with my whole body and brain: attending to the multiple layers and different shades of communication | 268 | ||
| Worksheet 6.4 - Exploring the nature and quality of the parent–child relationship | 269 | ||
| Worksheet 6.5 - Similarities, differences, and commonalities | 272 | ||
| Worksheet 6.6 - Our relationship then, now, and in the future | 273 | ||
| Worksheet 6.7 - Bottling up special moments | 274 | ||
| Worksheet 6.8 - Our relationship time capsule | 275 | ||
| Worksheet 6.9 - Wishes for myself, you, and our relationship | 276 | ||
| Worksheet 6.10 - Strengths-based approach: writing a take-back practice letter with a relational focus | 277 | ||
| Worksheet 6.11 - Feeding and strengthening our relationship | 279 | ||
| Worksheet 7.1 - When I feel unsafe and need to protect myself | 299 | ||
| Worksheet 7.2 - Reflecting on my best and worst self visually | 300 | ||
| Worksheet 7.3 - I recognise when I am feeling depleted/stressed because I show it through my… | 301 | ||
| Worksheet 7.4 - Filling my emotional, physical, cognitive, and spiritual containers | 302 | ||
| Worksheet 7.5 - What pushes my reward and feel-good buttons? | 303 | ||
| Worksheet 7.6 - Multi-layered triggers | 304 | ||
| Worksheet 7.7 - Hotspots and triggers with regard to a specific behaviour/situation | 305 | ||
| Worksheet 7.8 - My treasure box diary | 308 | ||
| Worksheet 7.9 - Grounding, soothing, and regulating idea cards | 310 | ||
| Worksheet 7.10 - Coping card template | 314 | ||
| Worksheet 7.11 - My self-care pledge and plan | 315 | ||
| Worksheet 8.1 - Anger is (using metaphors)… | 352 | ||
| Worksheet 8.2 - What does…look like? | 354 | ||
| Worksheet 8.3 - I recognise when I am feeling…because I show it through my… | 355 | ||
| Worksheet 8.4 - Colour, draw, or design where and how you feel the different core emotions in your body | 356 | ||
| Worksheet 8.5 - Externalisation and Narrative Therapy example questions | 357 | ||
| Worksheet 8.6 - Strengths (advantages) and hazards (disadvantages) of expressing the anger | 358 | ||
| Worksheet 8.7 - Thoughts, feelings, and actions diary and reflection log | 359 | ||
| Worksheet 8.8 - Different responses and reflection | 360 | ||
| Worksheet 8.9 - Pot of bubbling feelings | 361 | ||
| Worksheet 8.10 - Thermometer of feelings | 362 | ||
| Worksheet 8.11 - Crib sheet: strengthening and supporting the development of executive function and cognitive skills | 363 | ||
| Worksheet 9.1- Worry is (using metaphors)… | 384 | ||
| Worksheet 9.2 - My nightmare ninja | 386 | ||
| Worksheet 10.1 - When I feel unsafe | 400 | ||
| Worksheet 10.2 - Then, now, and in the future | 401 | ||
| Worksheet 10.3- Sentence-completion ideas and discussion points for the ending experience | 402 | ||
| Worksheet 10.4 - Time capsule | 404 | ||
| Worksheet 10.5 - Bottle up moments | 405 | ||
| Worksheet 10.6 - Magnetic thoughts, feelings, and sensations | 406 | ||
| Worksheet 10.7- Treasure box of lessons, moments, and memories | 407 | ||
| Worksheet 10.8- Wishes for myself, others, and the world | 408 | ||
| Worksheet 10.9- Making wishes genie | 409 | ||
| Worksheet 10.10- Feeding and strengthening myself and carrying on with my journey | 410 | ||
| Worksheet 10.11- Strengths-based approach: writing a take-back practice letter | 412 | ||
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