Posttraumatic play in young children exposed to terrorism: An empirical study

Cohén, Esther; Chazan, Saralea E.; Lerner, Moran; Maimon, Efrat

doi:10.1002/imhj.20250

Cited by 56 publications

(36 citation statements)

References 33 publications

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“…Such play is not just a ‘symptom’ of trauma, it also offers significant insight into the experience of traumatic events, and the meaning these hold in the child's life (Almqvist and Broberg, ). Cohen and others () completed play observations with a small sample of children who had experienced war‐related trauma, and compared this to their reported symptoms of PTSD. They found that children who engaged in mostly negative play, characterised by negative emotional expression and aggressive or morbid acting out, tended to have higher rates of post‐traumatic symptomatology.…”

Section: Introductionmentioning

confidence: 99%

Child's Play? Children and Young People's Resistances to Domestic Violence and Abuse

et al. 2018

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Children and young people's (CYP) space to play can be constrained in families affected by domestic violence and abuse (DVA), potentially impacting their development. Play also has the potential to strengthen CYP's capacity to resist controlling and abusive dynamics in the family. Interviews were conducted with 107 CYP aged 8–18, and were analysed using interpretive interactionism. Three themes relevant to children's experiences of play were identified: Play and Coercive Control; Play Re‐makes the World and Play and Relationality. This article highlights the potential for play to enable children to retain a sense of relational connectedness and agency, despite violence and control; we argue for more opportunities for children to play away from the gaze of adults and advocate for more dedicated services for families who experience DVA.

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Section: Introductionmentioning

confidence: 99%

Child's Play? Children and Young People's Resistances to Domestic Violence and Abuse

et al. 2018

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“…For example, they may experience increased depression, possibly for prolonged periods (Melhem, Porta, Shamseddeen, Payne, & Brent, 2011). In a school setting, young children may reenact death through play (Cohen, Chazan, Lerner, & Maimon, 2010) and experience strong emotions such as guilt and anger, often blaming themselves for being responsible for or not preventing the loss (Cohen, Mannarino, & Deblinger, 2006). Problems in four areas including physical (stomach aches and headaches), emotional (sadness and anxiety), cognitive (distraction or denial) and social (isolation and opposition) may be present (Heath et al, 2008).…”

Section: )mentioning

confidence: 99%

Kids supporting kids: A 10‐week small group curriculum for grief and loss in schools

Tillman

Prazak

2018

Couns and Psychother Res

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Background Experiencing the death of a loved one can negatively affect a child's emotional, behavioural and academic functioning. However, no in‐school group interventions exist to assist children in processing and grieving the loss of loved ones. To address this, Kids Supporting Kids, a 10‐step group counselling protocol for elementary school students, was developed to help students who have experienced loss of a loved one. Aims The group curriculum aims to help students develop healthier coping skills to deal with grief‐related distress; decrease internalising and externalising problems; and decrease problematic trauma symptoms. The present study investigates the feasibility of this intervention by capturing feedback from student participants, parents and teachers. Methodology Students, teachers and parents were each given pre‐test measures. The group consisted of 10 weekly sessions on the topics of establishing safety, sharing their stories, creating a narrative with positive memories, identifying and expressing emotions, coping skills, social and family support, remembering loved ones and saying goodbye. Students, parents and teachers were also given mid‐group checks and post‐group questionnaires. Results Qualitative improvements towards these goals were noted by students, parents and teachers. Students reported developing healthier coping skills, which were observed and noted as behavioural and emotional improvements by parents and teachers. Conclusions The present feasibility study supports the hypotheses that qualitative improvements would be noted by each group and that the feasibility of this protocol would be supported.

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“…Gil a également nuancé des variations et des phases au concept du jeu posttraumatique, qui permettent de guider le clinicien dans le traitement des enfants traumatisés (le lecteur intéressé peut se référer à . Cohen, Chazan, Lerner et Maimon (2010) ont contribué également à l'élargissement clinique du concept du JPT depuis Terr. Pour eux, le JPT n'est pas juste le signe clinique d'une pathologie, mais d'adaptationrésilience (dans un effort pour maitriser le trauma).…”

Section: Le Jeu Post-traumatique : Expression Du Trauma Dans Les Jeuxunclassified

“…Leurs études ont visé à contribuer au fait que le JPT constitue une tentative adaptée de la part de l'enfant d'utiliser ses propres ressources pour faire face aux évènements traumatiques, et aussi un signal d'appel et de détresse signifiant que l'enfant a besoin d'aide. Pour Cohen et al (2010), de manière très caractéristique, le JPT plus toxique consiste en des thèmes répétitifs qui ne se résorbent pas (pas d'apaisement) et qui augmentent l'agressivité et/ou le retrait. Aussi, les fantaisies sont bien souvent reliées à la revanche ou au sauvetage, s'appuyant sur une symbolisation réduite et une pensée concrète.…”

Section: Le Jeu Post-traumatique : Expression Du Trauma Dans Les Jeuxunclassified

See 1 more Smart Citation

Le Jeu Post-Traumatique : Construit Théorique Dans L’évaluation Du Traumatisme Psychologique Chez Les Jeunes Enfants

Nérette

Jourdan-Ionescu

Milot

2018

rqpsy

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Cet article a pour objet la mise en lumière d’un cadre conceptuel encore trop méconnu pour aider le clinicien à repérer les jeunes enfants victimes de traumatismes psychologiques: le jeu post-traumatique. D’autres cadres théoriques (p. ex., le trauma complexe, un État de stress post-traumatique) peuvent permettre par observation indirecte, d’identifier les perturbations comportementales et développementales des enfants victimes de traumatisme. Mais, c’est l’observation directe, soit l’expression du trauma dans le jeu, qui permet de comprendre l’expérience subjective du jeune enfant victime d’évènements et situations traumatiques. Il a, en effet, été démontré que les enfants traumatisés jouent différemment de leurs pairs non traumatisés. Le jeu post-traumatique est le langage codé de l’enfant, une manière adaptée à son stade développemental de communiquer et possiblement de demander de l’assistance. Cet article propose de documenter ces signes cliniques répertoriés dans les écrits scientifiques.

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Posttraumatic play in young children exposed to terrorism: An empirical study

Cited by 56 publications

References 33 publications

Child's Play? Children and Young People's Resistances to Domestic Violence and Abuse

Child's Play? Children and Young People's Resistances to Domestic Violence and Abuse

Kids supporting kids: A 10‐week small group curriculum for grief and loss in schools

Le Jeu Post-Traumatique : Construit Théorique Dans L’évaluation Du Traumatisme Psychologique Chez Les Jeunes Enfants

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