PIDM506 The Strengths Perspective in Working with Children and Families


The course offers theoretical training and acquisition of skills for partnering clients (children and adults) who have experienced physical and sexual violence, and neglect (lack of appropriate care in early childhood). "Strengths" as well as the meaning of their use in therapeutic practice. The paradigm of "strengths" is presented through the concept of Resilience. This relatively new conceptual framework offers a new perspective on the client and a new approach to case assessment, therapeutic plan development and implementation of interventions. The course presents the integration of Resilience-informed approaches in programs for children and parents in Bulgarian and in the international contexts. During the course the students will obtain knowledge about the process of deinstitutionalization (closure of children's homes) so that students can understand the role of Resilience approaches as an alternative to traditional stigmatizing practices In the course, students will acquire skills for conducting an interview, focused on finding and using resilience both in working with clients and in managing teams and organizations implementing therapeutic programs for children and families. The course uses case studies, interview transcripts and practical exercises to stimulate critical thinking using different paradigms in the process of helping.

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Психо-социални интервенции с деца и семейства на английски език


доц. Златка Михова  д-р
 Галина Маркова-Дерелиева  д-р

Описание на курса:


Students who complete this course:

Successful graduates:

1) know:

• key theoretical concepts from psychodynamic theories and current research in the relevant field;

• key theoretical concepts from psychodynamic theories and current research in the paradigm of strengths and Resilience;

• know the advantages and disadvantages of both paradigms;

• developments in the system of services for children and families in the community.

2) skills:

• to apply the acquired theoretical knowledge in case analysis;

• to conduct an interview, the purpose of which is to open Resilience;

• assess cases and develop case formulations to form a therapeutic plan involving the use of resilience;

• to make sense of teamwork through the idea of Resilience.

Предварителни изисквания:

Форми на провеждане:

Учебни форми:

Език, на който се води курса:

Теми, които се разглеждат в курса:

Литература по темите:

Bretherton, I. (1985). Attachment theory: Retrospect and prospect. In I. Bretherton & E. Waters (Eds.), Growing points of attachment: Theory and research (Monographs of the Society for Research in Child Development, Vol. 50, Nos. 1-2, Serial No. 209, pp. 3-35.) Chicago: University of Chicago Press.

Bretherton, I., & Munholland, K. (1999). Internal working models in attachment relationships. In J. Cassidy & P. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 89-115). New York: Guilford Press.

Cooper, J. (1998). Routes to care. European Children’s Trust..

Dozier, M.; & Tyrrell, C. (1998) The role of attachment in therapeutic relationships, In J. A. Simpson & W. S. Rholes (Eds.) Attachment theory (pp. 221-248). New York: Guilford Press.

Fonagy, P. (2003). Towards a developmental understanding of violence. British Journal of Psychiatry, 183, 190–192.

Fonagy, P., Twemlow, S., Vernberg, E., Sacco, F., & Little, T. (2005). Creating a peaceful school learning environment: The impact of an anti–bullying program on educational attainment in elementary schools. Medical Science Monitor, 11(7),317–325.

Fonagy, P., & Target, M. (1997). Attachment and reflective function: Their role in self-organization. Development and Psychopathology, 9, 679-700.

Markova (2014) Resilience – Bulgaria: Investing in children’s lives in a changing society

Markova,G., Shilkret, R.,Djalev,L. (2008). Parents’ attachment styles, mental representations, and institutionalization of children in Bulgaria. Infant Mental Health Journa,29, 6, 555-569.

Markova, G. (2011). Attachment Theory and Child Protective Practice. When a State Becomes a Parent: Orphanages in a Post-Totalitarian Culture. Book chapter in Berzoff,J, Falling Through the Cracks: Psychodynamic Practice with Vulnerable and Oppressed Populations. Columbia University Press.

Markova, G. (2011) Opening PAAR spaces in Bulgaria: reflective accounts, Reflective Practice, 12: 2, 195 – 208. London: Routledge. Markova,G.(2007). Russia's Abandoned Children: An Intimate Understanding. Book Review. Smith College Studies in Social Work, 77 (4), 123-127.

Oliver, J. E. (1993). Intergenerational transmission of child abuse: Rates, research, and clinical implications. American Journal of Psychiatry, 150, 1315-1324.

Perry, B. D., & Pollard, R. (1998). Homeostasis, stress, trauma, and adaptation: A neurodevelopmental view of childhood trauma. Child and Adolescent Psychiatric Clinics of North America, 7(1), 33-51.

Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder. British Journal of Psychiatry, 147, 598-611.

Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331.

Rutter, M. (1999). Resilience concepts and findings: Implications for family therapy. Journal of Family Therapy, 21, 119-144.

Rutter, M., & Quinton, D. (1984). Long-term follow-up of women institutionalized in childhood: Factors promoting good functioning in adult life. British Journal of Developmental Psychology, 2, 191-204.

Schwarz, E. D., & Perry, B. D. (1994). The post-traumatic response in children and adolescents. Psychiatric Clinics of North America, 17(2), 311-326.

Smith, J., & Prior, M. (1995). Temperament and stress resilience in school-age children: A within-families study. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 168-179.George, C., Kaplan, N., & Main, M. (1985). The attachment interview for adults.