# data[].attributes.body
One of the best resources to address a foster child's need for clarity and understanding of their story is the "Words and Pictures" tool. This is a tool used in the Signs of Safety Community, and utilizes child friendly language and pictures to tell the story of the child.  This can be created with the child, which is best, because they are part of it.  Here's a link to Susie Essex, who worked to create this tool.
https://www.signsofsafety.net/trainers/susie-essex/

# data[].attributes.body
Autism Communication Infancy to Adulthood: Repercussions to emotional adaptive therapy, and ABA therapy.

Currently there is increasing attention to teaching autistic children how to better communicate their feelings, in early and adolescent periods of life... some even receive help into teenage and adult years. The focus of social skills development is entirely on the shoulders of us autties. We must learn to communicate our feelings, our thoughts, and ideas, in a manner that the dominant social norm adheres to.

No pressure is put on neurotypical behaviors and expressions, when communication breakdowns occur... unless the breakdown is caused by something obvious like abuse. I imagine this is because autism is seen as the dysfunctional piece of the (obscene symbol for autism) puzzle. The piece that doesn't fit, is the wrong color, and must be reshaped and changed to be able to be of use to society.

This insistence to assimilate then causes social adjustment disorders, as we are incapable of making parts of our brain stop working, so that we can communicate in a different fashion, more akin to the social dominant norms.

None of my cohort knows my language, but I must learn theirs as they speak the language that is primary in this society. I do not begrudge them for not knowing how to speak auttie. But it must be mentioned, that from birth, our neurodevelopmental processes for forming language, processing language, hearing language, and attributing meaning, aren't deficient... we are different. We have a whole language of our own, that we use to speak with each other. We don't have to learn it. It is innate.

Autism was adequately labeled a social communication difference (not disorder). Our thinking is the opposite of disordered, and we typically have advanced processing with pattern recognition for a reason.

# data[].attributes.body
https://oercommons.s3.amazonaws.com/media/editor/92375/Safety_House_-_SOP_Quick_Guide.pdf

This is a link to a quick guide for Safety Organized Practice's Safety House tool provided by UC Davis Northern California Training Academy. It is a great to gain a child's perspective on safety along with giving them control of an environment that they normally do not have any power in.

# data[].attributes.attachment_link.provider_name
Programs to help children and teens dealing with stress, anxiety, depression.

# data[].attributes.attachment_link.title
CBT-based Programs to Help Children and Teens Cope with Depression, Anxiety, Stress.

# data[].attributes.attachment_link.description
Programs designed to help children, teens and young adults coping with anxiety, stress and depression. Cognitive Behavioral Therapy (CBT)-based programs teach them the skills needed to stop negative thoughts and start thinking and believing in more positive ways.

# data[].attributes.headline
Tammy Andrade-De La Isla Program Bright Futures

# data[].attributes.subject
Tammy Andrade-De La Isla Program Bright Futures

# data[].attributes.body
In my internship last year I was given the opportunity to aid some incarcerated minors who were willing to participate in the Bright Futures program provided by Focus Foward at the Juvenile Justice Correctional Detention Center. Bright Futures is a parenting program for the incarcerated youth who have minors and they participate in a 12 week program that allows both the child and incarcerated youth to bond and practice parental abilities. They use evidence based perspective along with cognitive development theories to develop a bond. The youth and minor child or children visit in a visiting area that is furnished with toys and videos. These sessions are known as “The Baby Elmo Parenting Project,” this is a research program that is overseen by Georgetown University. A trained facilitator ( Mentor) ensures the bonding sessions are fruitful for the teen parent, child, and the researchers. Pre and Post tests are administered for the incarcerated youth.

Below is one of the minors who was recognized by the program for completing the program and is benefiting from what she learned.

Bright Futures. (2017). Retrieved January 22, 2018, from http://www.focusforward.org/programs/bright-futures/

# data[].attributes.headline
Planned Parenthood's Spare Change Teen Theater Troop! 

# data[].attributes.subject
Planned Parenthood's Spare Change Teen Theater Troop! 

# data[].attributes.body
I have always loved this dynamic group of young people and their ability to address truly challenging subjects with such fiery creativity and authenticity. Not only does the program provide education but it is also a brilliant outlet for excess energy, curiosity, and safely "pushing the envelope". <3 <3 <3

OUTspoken: Spare Change makes a difference for teens one skit at a time

Nine of the members of Planned Parenthood Northern California’s Spare Change Peer Education Program and Teen Theatre Troupe pose for a photo. Mason Teviño is in the center making a heart sign.Planned Parenthood Northern California — Contributed

By Ruth Schneider, rschneider@times-standard.com, @RuthOUTspoken on Twitter

POSTED: 02/02/17, 8:50 PM PST | UPDATED: ON 02/02/2017

0 COMMENTS

Spare Change is about getting into the act — literally — and sharing knowledge.

Planned Parenthood Northern California’s Spare Change Peer Education Program and Teen Theatre Troupe is a group of 10 Humboldt County teens — trained extensively by Planned Parenthood educators — who share knowledge about sexuality, birth control, sexually transmitted infections, healthy relationships, diversity and inclusiveness primarily through skits the teens help write and direct.

“When they are out there delivering their skits, they are doing it while providing sexual health education,” said Sofia Navarro, vice president of community services and education for Planned Parenthood Northern California.

The students involved in the program are all in 10th through 12th grade and attend high schools across the county.

Mason Treviño is one of the students who is participating in the Spare Change program. A senior at Lost Coast High Learning Center in Eureka, Mason and best friend Andy Labonte wrote a skit called “I Go By They and That’s OK,” which provides a discussion about using preferred pronouns.

Mason, who prefers “they” — rather than “he” or “she” — in personal life feels the program has been beneficial on a variety of levels.

“I’ve been a pretty confident person, but it made me even more so,” Mason said. “I’ve created a great bond with the other Spare Changers.”

It’s also provided skills that will be beneficial, especially as Mason applies to college.

“I have gained things such as leadership skills and public speaking skills and it has had a positive effect on my life,” Mason said.

The teens who are involved in the program receive “over 40 hours of specialized health knowledge,” Navarro said.

Mason said part of that time is spent at a camp, where the Spare Change members receive training from health educators. Mason said it was one of their favorite parts about being in Spare Change.

“They go on a camping trip before we get into the program and that basically is where we (begin) our 40 hours of training,” Mason said.

Mason vividly recalls sitting around a campfire one evening.

“One of the Spare Changers was playing a guitar and we were all singing together,” Mason said. “It was a bonding experience for us. I felt safe and at home. It was one of my favorite memories.”

One of the areas that Spare Change skits are focused on is inclusivity and gender diversity.

“This dedication to inclusivity is quite visible in the performances and classroom presentations of Spare Change,” said Kate Jamison-Alward, a senior health educator for Planned Parenthood Northern California. “Due to on-going oppression and discrimination faced by LGBTQ+ folks in our society, Spare Change teens write new skits every year that teach about respect for diversity in human sexuality.”

She said one of the skits this year addressed the multi-letter conundrum of the LGBTQ community identity.

“This year’s new skit, ‘Alphabet Soup,’ teaches up-to-date vocabulary so that more people are equipped to engage in respectful discussions about sexual diversity. The skit defines the LBGTQ acronym in a playful manner and also dives into defining a few of the many identities included in the ‘plus’ part of LGBTQ+.”

Mason said it’s rewarding to hear good feedback from fellow students.

“The response at my school has been very positive,” they said. “I feel great that my fellow classmates say they have learned something.”

While most of the performances of skits by Spare Change members are performed for school audiences, the final one of the year is open to the public. It is set for June 9 from 6 to 8 p.m. at the Eureka Women’s Club.

# data[].attributes.body
There is so much that you can learn from a drawing. When a child draws they are able to express themselves in ways in which they may not be able to communicate verbally especially when they are young.

# data[].attributes.headline
I love this thought log.  It's a good tool for adolescents to not only track the thoughts that trigger them or cause anxiety, but to establish ways to create a counterstatement.  I have used something like this when working with youth wellness clients.  I have a youth I work with regularly and when she is down on herself I ask her to log it.....it has really helped her.  

# data[].attributes.subject
I love this thought log.  It's a good tool for adolescents to not only track the thoughts that trigger them or cause anxiety, but to establish ways to create a counterstatement.  I have used something like this when working with youth wellness clients.  I have a youth I work with regularly and when she is down on herself I ask her to log it.....it has really helped her.  

# data[].attributes.body
https://www.therapistaid.com/worksheets/thought-log.pdf

# data[].attributes.headline
This is an interesting article about the integration of CBT play therapy in a school based environment.

# data[].attributes.subject
This is an interesting article about the integration of CBT play therapy in a school based environment.

# data[].attributes.body
https://www.counseling.org/docs/default-source/vistas/article_18.pdf?sfvrsn=10

# data[].attributes.body
"Good therapy capitalizes on individual and environmental strengths as it addresses the difficulties faced by children."

Source: Brandell, J. R. (2014). Clinical Practice With Children. In Essentials of clinical social work (p. 116). Los Angeles: SAGE.

# data[].attributes.headline
It has been many years since I have worked primarily with children/adolescents. However, I remember working at an adolescent treatment center that used the Boys Town Education model. This model was developed to address behavioral needs of children in a school/educational setting. I remember it being a very detailed intervention system comprised of a token economy for each child. Here is a link with more information: 

# data[].attributes.subject
It has been many years since I have worked primarily with children/adolescents. However, I remember working at an adolescent treatment center that used the Boys Town Education model. This model was developed to address behavioral needs of children in a school/educational setting. I remember it being a very detailed intervention system comprised of a token economy for each child. Here is a link with more information: 

# data[].attributes.body
Lisa Williams

# data[].attributes.headline
Tisha Graybill  Benefits to Pet Therapy for Children

# data[].attributes.subject
Tisha Graybill  Benefits to Pet Therapy for Children

# data[].attributes.body
Pet therapy (AAT) can offer many benefits to children. Pet therapy may, for instance:

Build self-confidence

Increase self-esteem as the child learns and performs new skills

Improve verbal and nonverbal communication skills

Teach boundary-setting skills (what is acceptable and unacceptable)

Improve organizational and planning skills

Teach compassion and empathy for others

Demonstrate how to offer and receive unconditional love

Teach children to take responsibility for themselves and others

Help a child make a connection that is free of judgment—an animal will not laugh at or bully a child

Build trust

Hone fine motor skills

Improve independent or assisted movement

Calm anxiety or make a child feel less lonely

Help to develop social skills

Increase a child’s willingness to join in activities

Improve interactions with others

Make the child more willing to exercise

Help a child get through medical or dental procedures with less anxiety and fear

Teach skills that might be useful at school or in the workplace, for instance how to calculate feed rations

Reduce pain, anxiety, fatigue, and depression

Reference -- https://www.kars4kids.org/blog/pet-therapy-and-your-child/

# data[].attributes.body
I really like the idea of integrating art/play into therapy and interventions especially with youth.  I have been looking at a book called The Big Book of Therapeutic Activity Ideas for Children and Teens: Inspiring Arts-Based Activities. It isn't really about being able to make art but being able to figure out things without directly having to say things. The book gives great ideas that can be modified and change to fit as needed as well as the wide range of things that can be considered therapeutic.

# data[].attributes.body
Cognitive Behavioral Interventions are evidence based practice for children ages 6 to 14 years according to psychcentral.com. Interventions have been found to help youth that suffer from anxiety and depression; in addition it has been found helpful for people on the autism spectrum.
Helping youth recognize their responses, is a first step in working on re-framing and changing them.

https://pro.psychcentral.com/child-therapist/2016/01/cognitive-behavioral-interventions-for-children-with-autism-spectrum-disorder-asd/

# data[].attributes.body
Cognitive Behavioral Therapy

One psychosocial intervention shown to be effective for adolescents living with depression is Cognitive Behavioral Therapy (CBT). CBT teaches youth how to notice, take account of and ultimately change thinking and behaviors that impact their feelings. In CBT, youth examine and interrupt automatic negative thoughts they may have that make them draw negative and inappropriate conclusions about themselves and others.

To find mental health care providers qualified to provide Cognitive Behavioral Therapy for adolescents, visit the National Association of Cognitive-Behavioral Therapists at http://nacbt.org (click “CBT eferrals”) or the Association for Cognitive Behavioral Therapies at www.abct.org (click “Find a Therapist”).

Work Cited

Duckworth, Kenneth; Gruttadaro, Darcy; Markey, Dana. (2010, December). A Family Guide: What Families Need to Know about Adolescent Depression. Retrieved from National Alliance on Mental Illness: https://www.nami.org/getattachment/Press-Media/Press-Releases/2010/NAMI-Releases-Family-Guide-on-Adolescent-Depressio/FamilyGuide2010.pdf

# data[].attributes.body
CBT when working with children is aimed at trying to break the circle of emotion-thought-behavior that is thought to cause the symptoms or characteristics displayed that has led to their particular diagnosis. Often under stressors and anxiety there is a cycle that begins with an emotion which can then lead to an uncomfortable thought, as a result an inappropriate behavior that is intended to make them feel better occurs. Emotions are developed by the behavior leading to more uncomfortable thoughts and inappropriate behaviors. If the thought process, within this circle, is focused on, the client is able to feel more in control of the thought and what behavior will follow.

Cognitive Behavioral Play Therapy, CBPT, is an effective way of involving the child in their therapy through the use of play. It provides a space for the child to feel comfortable and in control by allowing them the opportunity to play as a means to avoid therapy. In doing this you are giving them a sense of control of their role in the script that they create. Emotions, reactions, and perceptions of specific situations are displayed through play therapy, it also provides the opportunity for the therapist to ask questions about the game, in turn getting the child to determine the purpose for the game and also be introduced to a different thought, perspective and/or outcome as a result of the therapist's characters reaction to the situation. With new insights that derive from play the opportunity for change begins.

# data[].attributes.body
I really enjoyed learning about play therapy and working with children. I have heard of the ideas of play therapy and know some individuals who use sand tables, but didn't quite understand what it meant or how it therapeutically functioned. I really like the idea of play therapy and the freedom that it gives for the child to work out what is going on for them through play and through indirect ways without neccessarily talking about the story that is going on. It made me want to do further research on play therapy and working with children to see if that would be an area of interest to me.

# data[].attributes.body
This chapter of the book spoke a lot of about play therapy. That stuck with me and I wanted to research a bit more. I found this image that shares other benefits of play therapy that were not necessarily in the book.

# data[].attributes.body
My social work clinical skills are limited to using assessment tools. Primarily, I use evidence based assessment tools to determine the most appropriate housing intervention. I also find myself using strength based methods when interacting and providing direct services to needed community members.