By Kajelan Kasinski, Jane Pooley, Alan Worthington
When there's now a becoming canon of literature on healing groups either mostly and in several contexts, quite little has been written approximately TCs for kids and kids. This booklet tackles the topic at once, delivering a standpoint that makes a speciality of the institutional context within which healing paintings happens and the theories and rules that underpin those settings. It bargains with how TCs for kids fluctuate from different forms of establishment, discusses the growing to be and problematic physique of rules, documentation and coaching that surrounds kid's residential settings and appears at how healing practices function inside of those criteria. necessary to social paintings, health and wellbeing care and schooling pros, it provides an figuring out of the heritage of TCs for kids, the results for the associations themselves and, most significantly, what it may well suggest if you happen to wish to be helped through them.
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Extra info for Therapeutic Communities for Children and Young People (Therapeutic Communities, 10)
Kennard (1999) suggests it is more useful to see the therapeutic community approach in general as a modality of treatment into which a variety of theoretical models can be fitted. In the case of work with children the models will also have to include group analysis, systemic family therapy and, most recently, cognitive therapy. There are several other reasons why the approach should not be considered to have developed as a unified movement or as a single model of treatment. Reference has already been made to the wide range of settings, age groups and disciplines involved.
This model can be summarised into a few key concepts, as follows: any organisation is viewed as an ‘open system’ with one central or primary task, this task being achieved through a number of co-ordinated ‘systems of activity’, or sets of arrangements for carrying out the various functions of the unit (Miller and Gwynne 1972). Clarity about the primary task is seen as essential to the proper operation – and indeed the survival – of the system. The concept of the ‘open system’, on which this model is based, simply represents the fact that most organisations function by being ‘open’ to their surroundings: they take in or ‘import’ materials at one end, ‘process’ or ‘transform’ them, then send them out or ‘export’ them again at the other end.
Following the break-up of feudal economic and social structures and the changes in organised religion, the state increasingly took over responsibility for the management of those, including children, at the edges of society. Initially this was through the Poor Law tradition. Though a small number of severely disturbed children could be admitted to asylums, or sometimes even treated in their doctors’ own homes (Wardle 1991), up to the start of the nineteenth century the majority were dealt with through the courts.
Therapeutic Communities for Children and Young People (Therapeutic Communities, 10) by Kajelan Kasinski, Jane Pooley, Alan Worthington