The Social Workers Guide to Child and Adolescent Mental Health
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Related : Becoming a Youth Counselor. Youth social workers are extremely important. Children struggle with all types of problems and most are unable to deal with them. Withdrawal from society, suicide, and basic coping skills are reasons why youth social workers are needed. Teens deal with depression, authority issues, and having a low self-esteem. If they are unable to learn how to cope with such issues, then they are unlikely to cope with them as adults and lead a very difficult life once out on their own.
There are plenty of social workers and psychologists available. However, a youth social worker is specifically trained to deal with problems facing adolescents. They are a specialist of sorts that focus directly on children and help them with coping mechanisms to get them through childhood.
So, while there are plenty of professionals out there, a youth social worker is the best route to take in order to help those dealing with life problems. Youth social workers provide services in a variety of settings. They are found in offices, community clinics, client homes, hospitals, community centers, schools, and in the streets. In some cases, hours of work are determined by the needs of the families, other social work positions may work from Monday-Friday. Flexibility is the key to meeting the needs of your clientele.
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Social workers can be found in urban, suburban, and rural areas throughout the United States. A BSW prepares the student for positions that provide case management and services as a mental health assistant. Bachelor level programs focus the student on understanding diverse populations, theories involving complex human behavior, and social welfare policy. All bachelor programs require that the student complete a supervised internship prior to graduation. The essay provides an opportunity for the student to express his abilities and desires to the academic team that will review the writing.
This is an opportunity for candidates to stand out in the process and tell their own story. Most programs are 2 years in length. Some Colleges and Universities may offer a part time study; these programs generally take 3 years to complete. All social work degrees in the U. Masters programs will take one of two approaches, an advanced generalist approach; or a clinical approach. In the advanced generalist school students will take classes in Human Behavior in the Social Environment, Social Work policy, the practice of social work, and Social Work research.
The clinical approach teaches these same skills, but also includes a focus on clinical care and may follow the theoretical approach of a specific school of thought. As a licensed social worker you are required to complete several courses per year to maintain your licensure. For youth social workers this will include courses specialized in child and family services.
There may be courses designed by child and family services, private organizations, State, local and federal agencies. Each of the courses will be reviewed by the Council on Social Work Education to ensure they meet the standard set forth by the Council. However, families may find it difficult to be protective if they have been affected by trauma themselves, and they may need help and support in order to draw on their natural strengths. It is common for the parents of traumatized children and young adults to share a significant trauma history.
Sometimes that history is based in childhood experiences such as physical or sexual abuse, or it may be contemporary, such as ongoing intimate-partner violence. While the origins of trauma-informed care are clearly centered on the clients served, it is apparent that the professionals working with highly traumatized populations are also profoundly affected by the experience.
new Lancet series: Early Childhood Development 2016
Those experiences can influence their judgments on the job, invade their private lives, and shape their worldview at home as well as at work. Those working in a trauma-informed environment must be aware of this sometimes-insidious side effect of serving this population. Actively working to increase staff resilience to secondary traumatic stress STS involves seeking ways to reduce the risk of STS among all personnel—from the receptionists, to transcriptionists, to the frontline professionals and their supervisors; identifying the early signs of STS among personnel; minimizing the impact of STS; and promoting effective interventions for secondary traumatic stress.
Helping staff manage professional and personal stress and addressing the impact of secondary traumatic stress on both individuals and on the system as a whole is beneficial for all levels, from client to community. Working with allied professionals who know the clients and family can help in developing an appropriate service plan and prevent potentially competing priorities. Failure to work together can not only undermine all the efforts to provide trauma-informed care, but actually can inadvertently add new traumas.
Well-meaning agencies or professionals pursuing their own mission and goals independently can work at cross-purposes and trigger traumatic reactions, causing more harm. In fact, this was the genesis of the child-advocacy center movement see www. The result was a national movement starting in the s to create a multidisciplinary investigative team response to child-abuse allegations.
Child and adolescent mental health services (CAMHS) - NHS
This model was designed so that all aspects of the forensic investigation process were reconfigured to be child-centered, with tasks focused on providing all services in a single location, reducing unnecessary duplication of interviews, and having representatives from all involved agencies co-located. All this was done to enhance the possibility the system did not re-traumatize the child through lack of coordination and communication among the professionals.
To achieve this lofty goal, those aspiring to deliver true trauma-informed care need to establish strong partnerships with others serving the same clients and families. Service providers should develop common protocols and frameworks where possible for documenting trauma history, exchanging information, coordinating assessments, and planning and delivering services.
Several organizations have developed formal self-assessment tools to help organizations and systems assess the degree to which they have become trauma-informed or are ready to move in that direction. Trauma-informed care is not so much a new model of service delivery as it is an approach to service delivery.
It weaves trauma knowledge and sensitivity into existing actions and models in a way that avoids or minimizes negative side-effects of intervention and increases the likelihood of meaningful engagement and effective implementation of other models. Effective trauma-informed care does rely on the capacity to deliver evidence-based and evidence-informed trauma-specific interventions when needed, but it goes further in viewing the whole service-delivery experience through a trauma lens.
Trauma-informed care engages the customers and clients as partners, empowering them to help guide their intervention and seeking out the unique path to safety and resilience that will give the clients the capacity to face and overcome trauma triggers and new adversities in the future. Abram, K. Posttraumatic stress disorder and psychiatric comorbidity among detained youths. Archives of General Psychiatry , 61 , — Find this resource:. Anda, R. The relationship of adverse childhood experiences to a history of premature death of family members. BMC Public Health , 1 , — Origins and essence of the study.
ACE Reporter , 1 1 , 1—3. Bloom, S. Creating sanctuary: Toward the evolution of sane societies. Organizational stress as a barrier to trauma-informed service delivery.
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