3.5 Sexual abuse and trauma |
44 |
3.6 How attachment is affected by trauma |
46 |
3.7 How play is affected |
48 |
3.8 Understanding the way children think |
49 |
3.9 Two different memory systems |
49 |
3.10 Survival strategies |
49 |
3.11 Risk and resilience factors |
51 |
3.12 Disclosure of Sexual Abuse |
51 |
3.12.1 How can children express trauma ? |
52 |
3.12.2 Can we trust children ? |
52 |
3.12.3 Direct interview and exploration |
53 |
3.12.4 The obligation to report and the duty to prevent |
55 |
4 . What we may need to do when working with sexually abused children |
57 |
4.1 Caring and safety |
58 |
4.1.1 Safety |
58 |
4.2 Regulation and stabilisation |
61 |
4.2.1 Co-regulation . “ Remember to put on your oxygen mask first .” |
61 |
4.2.2 Window of tolerance |
62 |
4.2.3 How to regulate |
63 |
4.3 Relationship and intimacy |
66 |
4.3.1 Difficulties in maintaining good relations |
67 |
4.3.2 Repairing is gold ! |
67 |
4.3.3 Play |
68 |
4.4 Reason and verbal intervention |
69 |
4.4.1 Naming feelings |
69 |
4.4.2 Psychoeducation |
71 |
4.4.3 Trauma triggers |
72 |
4.4.4 Reduce intrusive memories |
73 |
4.4.5 Identity and hope |
74 |
4.4.6 Support hope for the future |
74 |
4.4.7 Help children to gain meaning and a sense of coherence |
75 |
4.5 What is trauma processing ? |
76 |
4.6 Trauma-focused treatment |
79 |
4.7 Additional tools |
79 |