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Home > Treatment for Abused and Neglected Children: Infancy to Age 18 > Treatment for Abused and Neglected Children: Infancy to Age 18 : Glossary of Terms
Treatment for Abused and Neglected Children: Infancy to Age 18
Glossary of TermsAbreaction – the verbal expression of unconscious thoughts or feelings, usually in the presence of a therapist. Affiliation – the ability and willingness to feel a part of or connected to other people or groups of people. Anatomical Dolls – specially made dolls that have genitalia specific to sex and age, that is, those dolls that represent adults have larger genitalia with pubic hair; the female adult doll also has developed breasts. In a clinical setting, these dolls are useful tools to help the child demonstrate sexual acts or help the clinician understand the child's curiosity and relationship to various body parts. Because these dolls are often used to represent the perpetrator and victim, special attention to the child's feelings and behavior is important when the dolls are utilized. Anxiety – the persistent feeling that danger or harm is imminent. Assessment – the beginning stage of therapy in which information is gathered that helps the professional understand the possible origins of the symptoms and decide the best methods in which to address and modify those symptoms. Attachment Theory – a developmental theory that emphasizes the relationship between an infant and its caretaker(s). Typically, attachment theory states that the preliminary framework for relationship patterns is established through early childhood relationships (i.e., through interactions with parents and siblings), but this framework is malleable and subject to change throughout an individual's lifetime. Attributions – beliefs or perceptions about the self, others, and the world that are derived from training, learning, or experience. Behavioral Theory – initially established by John B. Watson, the theory that overt behavior is the sole basis for scientific psychology. Founded on operant conditioning principles, behavioral theory attempts to explain the cause-effect relationship between the class of stimulus variables and response variables, with reinforcement stimuli increasing behaviors and punishment stimuli decreasing behaviors. Case Plan – the professional document that outline the outcomes, goals, and strategies to be used to change the conditions resulting in child abuse and neglect. Case Planning – the stage of the child protection process whereby the caseworker and other treatment providers develop a case plan with family members. Child Protective Services (CPS) – the designated social service agency (in most States) to receive reports, investigate, and provide rehabilitation services to children and families with problems of child maltreatment. Frequently, this agency is located within larger public social service agencies, such as the Department of Social Services of the Department of Human Services. Clinical Supervision – allows the therapist to seek information and share his/her clinical experience with another professional who can offer guidance, knowledge, and support. Generally, the clinical supervisor is more experienced and can share insight gained from working with the client population. Supervision helps professionals become more realistic in their expectations for themselves and their clients. It also allows therapists to share the burden of hearing and responding to numerous disclosures of child maltreatment and know that some other professional is aware of the work being done. Cognitive Functioning – awareness of objects, thoughts, or perceptions. Cognitive Theory – as a development of behavioral theory, cognitive or cognitive-behavioral approaches aim to change behavior by changing an individual's cognition. Confidentiality – a provision in all State child abuse and neglect reporting laws that protects the privacy of children and families by not permitting information about the findings of the child maltreatment report to be released to other agencies without permission of the family. In some States, members of multidisciplinary teams may receive information without a release from the family. Conjoint Therapy – therapeutic approach whereby the therapist works with a pair of clients, generally parent/caregiver-victim, sibling-victim, perpetrator-victim (when appropriate), to facilitate communication and appropriate interaction and improve the relationship of the two individuals. Content and Process – two forms of information that are useful in gauging a client's participation in therapy. Content includes the specific topics or information that are discussed in the session whereas process includes information about the client's behavior and interaction. Countertransference – the conscious and unconscious emotional reactions of the professional to the client. Developmental Milestones – important tasks and accomplishments that occur during the child's normal development including, but not limited to, walking, talking, toilet-training, school attendance, puberty, sexual interest and contact, marriage, and birth of children. Developmental Psychopathology – the perspective of understanding problems and abnormal interpersonal processes within an individual within the context of that individual's developmental abilities and skills. Documentation – information related to provision of therapeutic services. Generally, this information includes date of service, persons present during the session, brief description of topics covered, the client's responses to the subject matter, and the date of the next scheduled appointment. Suicide or homicide ideation, threat, or intent must be documented with appropriate responses, including all attempts to protect the client as well as intended victims. Any child abuse and neglect disclosures must be documented and reported to the appropriate authorities. Ego Defenses – unconscious attempts such as denial, projection, rationalization, regression, intellectualization, and sublimation which are used to manage overwhelming emotions or experiences. Encopresis – the incontinence of feces, which is not due to any organic defect or illness. Enuresis – the involuntary discharge of urine, often occurring at night (often referred to as bedwetting or nocturnal enuresis). Family Assessment – the stage of the child protection process when the CPS caseworker, community treatment provider, and the family reach a mutual understanding regarding the most critical treatment needs that must be addressed and the strengths on which to build. Family Systems Theory – a view of how family members interact with one another in relationship patterns that promote and/or accommodate the functioning of the family as a unit (or system). Family Therapy – the therapist and cotherapist, when possible, work with family members, including parents, siblings, and extended family members (e.g., grandparents) in a group setting to address the changes necessary to ensure the safety and protection of the children in the family, especially the identified victim. Any problems or confusion generated by the abuse or neglect are also dealt with. Genogram – a diagram of family members and their relationship to each other. This chart is useful to help the client understand the intergenerational aspects of child abuse and neglect and helps the client acknowledge helpful or problematic familial relationships. Good Faith – the standard used to determine if a reporter has reason to suspect that child abuse or neglect has occurred. Group Therapy – treatment approach in which the therapist and cotherapist work with a group of clients similar in age and experiences (e.g., sexual abuse, physical abuse, parents of victims) to help them share their thoughts and feelings related to their situation. This approach is particularly useful with clients who feel alienated or different from their peers or who have isolated their feelings as well as clients who would benefit from learning more positive and productive ways for interacting with others. Honeymoon Phase – As used in child welfare, this period, which may vary in length of time, reflects a child's attempt to exert control over his/her behavior (i.e., behaving appropriately) when placed in a new environment. Ideation – the formation of images and objects in the mind. Immunity – established in all child abuse laws to protect reporters from civil lawsuits and criminal prosecution resulting from filing a report of child abuse and neglect. Immunity is provided as long as the report is made in good faith. Individual Therapy – treatment approach in which the therapist and client work together in a one-to-one relationship to address thoughts, feelings, and behavior generated by the experience of abuse or neglect. Initial Assessment – the stage of the child protection case process when the CPS caseworker and other treatment providers determine the validity of the child maltreatment report, assess the risk of maltreatment, and determine the safety of the child and the need for further intervention. Frequently, medical, mental health, and other community providers are involved in assisting in the initial assessment. Integration – therapeutic process wherein the client is able to utilize the new information gained during therapy and feels willing and comfortable in relying on this new information. Interpersonal Development – developmental processes between the child and other persons in his/her life (e.g., parents, siblings, extended family members, or peers). Interpretation – a hypothesis about seemingly random symptoms or behavior that is connected to meaningful experience. During interpretation, the client connects his/her symptoms with a reasonable explanation that helps him/her make sense of the experience. Intimacy – the need and/or ability to feel close to other persons, especially an age-appropriate responsive and willing partner. The ability to feel intimate usually involves sharing one's most personal thoughts, feelings, and/or behaviors. Intrapersonal Development – developmental processes that occur within the child (e.g., development of affects, empathy, or intelligence). Learning Theory – in clinical work and therapy, learning theory is typically referred to as social learning theory, which assesses the synergistic effects of behavior, personal factors, and the environment. This may involve observational learning, modeling, and/or cognitions. Mandated to Report – each State has listed professionals who must report child abuse and neglect to the proper authorities, usually law enforcement or CPS agencies. There are penalties for failing to report suspected abuse and neglect. Most professionals are protected from liability if they make a report that is unfounded after investigation as long as the report was made in the best interest of the child. Metaphor – a phrase or story that represents themes and offers the client insight into his/her feelings, thoughts, and behavior. Modalities – approaches to psychotherapy that include individual, group, or family therapy. Multidisciplinary Team – established among agencies and professionals to mutually discuss cases of child abuse and neglect and aid decisions at various stages of the CPS case process. These teams may also be designated by different names, including child protection teams, interdisciplinary teams, or case consultation teams. Out-of-Home Care – child care, foster care, residential care provided by persons, organizations, and institutions to children who are placed outside their families, usually under the jurisdiction of Juvenile/Family Courts. Parent/Caretaker – person responsible for the care of the child. Personality Disorders – the implication of inflexible and maladaptive patterns of behavior, of sufficient severity to cause either significant impairment in adaptive functioning or subjective distress. Play Therapy – a treatment approach in which the child utilizes play as a method to express feelings and understand the experience of abuse and/or neglect. Some tools useful for play therapy include dolls, dishes and imaginary food, baby bottles, blankets, trucks and cars, action figures, and doctor's kits. Other types of therapy that may be useful to a child who has experienced abuse and/or neglect include art therapy, dance and movement therapy, drama therapy, and sandtray therapy. Prognosis – anticipated outcome for the client participating in therapy. Outcome is often affected by factors such as the client's developmental and cognitive capacity and ability, parent/primary caretakers' availability and response to therapy, and client's willingness to participate in and utilize the therapeutic relationship. Psychoeducational Group – experience that both educates members of the group and allows them to explore their thoughts and feelings related to the information. Useful topics for parents of abused and/or neglected children include protection, communication, discipline, childhood experiences and how they affect current parenting, child development, and realistic expectations for the child. Psychopathology – the branch of medicine that deals with the causes and nature of mental disease. Psychotherapy – a method of treatment designed to produce a response by mental rather than physical stimuli; it includes the use of suggestion, persuasion, reeducation, reassurance, and support as well as hypnosis and psychoanalysis. Regression – behavioral state in which the client reverts to an earlier or younger developmental stage and demonstrates behavior such as increased dependency, soiling or wetting problems, or temper tantrums. Risk Assessment – an assessment and measurement of the likelihood that a child will be maltreated in the future, usually through the checklists, matrices, scales, and/or other methods of measurement. Role Play – therapeutic approach which presents the opportunity to "try out" various roles or positions that are unfamiliar or confusing to the client. Role play is also an opportunity for the client to practice skills (e.g., a teenager practicing "no" to a sexual activity for which he/she is not ready). Social Desirability – the tendency for an individual to alter his/her response to a question in a manner that is consistent with his/her perception of the interviewer. Social Skills Group – therapeutic experience that focuses on teaching types of social interaction that facilitate appropriate relationships with peers and responsible adults. Communication skills such as listening, asking questions, sharing information, learning assertiveness, resolving conflict, and learning behaviors that appropriately express nurturing and affection are often practiced within this type of group. Stigma – negative meaning associated with experience or behaviors. Strange Situation Paradigm – research protocol that assesses the strength of the emotional relationship (i.e., attachment) between a parent and infant by observing behaviors associated with parent departures and reunions. Support Systems – individuals or groups of people who are helpful and responsive to the client. These individuals or groups may include family, friends, and professionals such as therapist, social worker/caseworker, or group member. Symptoms – emotional or behavioral reactions to the experience of abuse and/or neglect. Therapeutic Alliance/Therapeutic Relationship – the understanding that the client gains that the purpose of the interaction between therapist and client is intended to benefit the client and is organized to help the client explore and learn from painful and/or overwhelming experiences. The client's willingness to accept and acknowledge the value of the therapeutic relationship is based on the therapist's ability to be trustworthy, responsible, and useful to the client. Transference – the unconscious transfer of feelings of hostility or affection from the client to the professional. Traumagenic Dynamics – a model developed by Finkelhor that describes the short-and long-term sequelae of child sexual abuse (i.e., betrayal, traumatic sexualization, stigmatization, and powerlessness). Treatment – the stage of the child protection process whereby specific treatment services geared to the reduction of risk of maltreatment are provided by mental health and other social services professionals. Treatment Plan – prepared by the clinician to outline the goals and objectives of therapy. Goals are broad treatment issues, whereas objectives are more specific activities or tasks that will help the client achieve his/her goals. Validation – acknowledgment that the client's thoughts and feelings are worthy of attention.
This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. |
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