Invests in the acquisition of evidence through participation in workshops, continued education and pursuit of additional degrees
While a part of the LEND program, I had the opportunity to participate in a Child-Adult Relationship Enhancement (CARE) training, which is a "trauma-informed modification of specific PCIT skills for general usage by non-clinical adults who interact with traumatized children and their caregivers within various milieu settings" (The National Child Traumatic Stress Network, 2008). This training has been adapted to meet the needs of individuals in homeless shelters, disabled veterans shelters, and transitional housing settings. Parent-Child Interaction Therapy (PCIT) is considered "strong evidence-based treatment" that is frequently used for "parent training programs" (Gurwitch, Messer, Masse, Olafson, Boat, & Putnam, 2016). Like Parent-Child Interaction Therapy (PCIT), CARE is also evidence-based, and it focuses on establishing a healthy relationship with a child who demonstrates negative behaviors. However, CARE specifically addresses the caregiver and child interactions to improve the relationship and reduce adverse behavior at home.
According to the research, children who experience maltreatment (i.e. physical abuse, neglect, etc.) are at a higher risk for mental and physical health concerns as well as a less likely ability to form positive social relationships (Gurwitch et al., 2016). CARE training was designed to improve a caregiver's relationship with the child by providing autonomy to the child through play, giving the child a sense of control over his or her home situation as well as a connection with his or her caregiver. When the child has this feeling of support at home, the child is less likely to act out towards the parent, and in turn, the child is more tolerable for the parent to spend time with. This increases the frequency of parent-child interaction and reduces the likelihood of maltreatment occurring, particularly physical abuse and neglect. Therefore, it ultimately leads to a less probability of the child developing a mental health disorder or physical health concerns.
Although "CARE is not therapy," it provides a "set of skills that can support other services provided to families," and the child's caregiver can provide it in a multitude of settings to reinforce desirable behavior (Gurwitch et al., 2016). As I went through the training I learned how these skills mirrored occupational therapy's therapeutic use of self and could be highly beneficial to future OT practitioners when working with children who have experienced trauma or maltreatment. I found this training to be integral to my development as a future OT practitioner because it provided me with additional tools to apply to my pediatric clients.
Interestingly enough, not only did I have a few instances that I could use this tool during my pediatric rotation, but I was also able to use it during another fieldwork rotation when I was working with young adults who had experienced trauma and homelessness in the past. Based on my experiences, I felt that it was highly effective in both settings.
According to the research, children who experience maltreatment (i.e. physical abuse, neglect, etc.) are at a higher risk for mental and physical health concerns as well as a less likely ability to form positive social relationships (Gurwitch et al., 2016). CARE training was designed to improve a caregiver's relationship with the child by providing autonomy to the child through play, giving the child a sense of control over his or her home situation as well as a connection with his or her caregiver. When the child has this feeling of support at home, the child is less likely to act out towards the parent, and in turn, the child is more tolerable for the parent to spend time with. This increases the frequency of parent-child interaction and reduces the likelihood of maltreatment occurring, particularly physical abuse and neglect. Therefore, it ultimately leads to a less probability of the child developing a mental health disorder or physical health concerns.
Although "CARE is not therapy," it provides a "set of skills that can support other services provided to families," and the child's caregiver can provide it in a multitude of settings to reinforce desirable behavior (Gurwitch et al., 2016). As I went through the training I learned how these skills mirrored occupational therapy's therapeutic use of self and could be highly beneficial to future OT practitioners when working with children who have experienced trauma or maltreatment. I found this training to be integral to my development as a future OT practitioner because it provided me with additional tools to apply to my pediatric clients.
Interestingly enough, not only did I have a few instances that I could use this tool during my pediatric rotation, but I was also able to use it during another fieldwork rotation when I was working with young adults who had experienced trauma and homelessness in the past. Based on my experiences, I felt that it was highly effective in both settings.