Allows the student the opportunity to learn additional crises information via the critiquing process of
nt may choose any book with a strong crisis/trauma emphasis selected works. The stude
.concerning children/adolescents to review
TRMA 800
4MAT REVIEW ASSIGNMENT GRADING RUBRIC
Student:
Criteria
Advanced 92-100 (A- to A):
Satisfies criteria w/ excellence
Proficient 84-91 (B- to B+) :
Satisfies Criteria
Developing (C- to C+):
Satisfies most criteria
Below Expectations (F to
D+):
Does not satisfy criteria
Not
Present
Points
Earned
Content: 70% = 70 pts
Summary
(10 points)
10 pts.
Accurately synthesizes the whole
of the text in a clear, concise
manner. Clearly describes the
biblical worldview of the book.
Clearly describes the central
themes of the book.
9 pts.
Adequately synthesizes the whole
of the text in a clear, concise
manner. Mostly describes the
biblical worldview of the book.
Adequately describes the central
themes of the book.
8 pts.
Moderately synthesizes the
whole of the text. Moderately
describes the biblical
worldview of the book.
Moderately describes the
central themes of the book
1-7 pts.
Does not adequately
synthesize the text. Does not
describe the biblical
worldview of the author and
Fails to describe the central
themes of the book.
0 points
Concrete
Response
(20 points)
19-20 pts.
All components as described in
the assignment have been
thoroughly addressed. Assertions
are relevant and properly
supported by evidence.
17-18 pts.
Most components as described in
the assignment have been
addressed. Assertions are mostly
relevant and mostly supported by
evidence.
16 pts.
Some components as
described in the assignment
have been addressed, or all
components are present but
need improvement. Some
assertions are relevant and
supported by evidence.
1-15 pts.
Few components as
described in the assignment
have been addressed, or all
components are missing.
0 points
Reflection
(20 points)
19-20 pts.
All components as described in
the assignment have been
thoroughly addressed. Assertions
are relevant and properly
supported by evidence.
17-18 pts.
Most components as described in
the assignment have been
addressed. Assertions are mostly
relevant and mostly supported by
evidence.
16 pts.
Some components as
described in the assignment
have been addressed, or all
components are present but
need improvement. Some
assertions are relevant and
supported by evidence.
1-15 pts.
Few components as
described in the assignment
have been addressed, or all
components are missing.
0 points
Application
(20 points)
19-20 pts.
All components as described in
the assignment have been
thoroughly addressed. Assertions
are relevant and properly
supported by evidence.
17-18 pts.
Most components as described in
the assignment have been
addressed. Assertions are mostly
relevant and mostly supported by
evidence.
16 pts.
Some components as
described in the assignment
have been addressed, or all
components are present but
need improvement. Some
assertions are relevant and
supported by evidence.
1-15 pts.
Few components as
described in the assignment
have been addressed, or all
components are missing.
0 points
Structure: 30% = 30 pts
Organization
(15 points)
14-15 pts.
All required elements are included
and presented with strong
13 pts.
All required elements are included
and organized.
12 pts.
Most required elements are
included and are mostly
1-11 pts.
Few or no required elements
are included. Few or no
0 points
TRMA 800
headings and organizational
clarity. There are clear transitions
between paragraphs and sections.
The treatment of the topic is
logically oriented. The paper
meets the page length
requirement.
There are transitions between
paragraphs and sections. The
treatment of the topic is logically
oriented. The paper meets the
page length requirement or comes
very close.
organized. Most paragraphs
and sections have transitions.
The logical treatment of the
topic needs improvement. The
paper may not meet the page
length requirement.
transitions exist between
paragraphs and sections.
There may not be a logical
treatment of the topic. The
paper does not meet the
page length requirement.
APA Style
(10 points)
10 pts.
The paper properly uses current
APA style. Proper headings, in-
text citations, and references are
formatted correctly. The paper
reflects a graduate level voice and
vocabulary. There are very few
spelling and grammar errors.
9 pts.
The paper consistently uses
current APA style with few or no
exceptions. Proper headings, in-
text citations, and references are
formatted with few or no errors.
The paper reflects a graduate level
voice and vocabulary. There are
few spelling and grammar errors.
8 pts.
The paper inconsistently uses
APA style. Headings, in-text
citations, and references are
inconsistently formatted. The
paper does not consistently
reflect a graduate level voice
and vocabulary. There are
spelling and grammar errors.
1-7 pts.
The paper erroneously uses
or does not use APA style.
Headings, in-text citations,
and references are
erroneously formatted or not
present. The paper does not
reflect a graduate level
voice and vocabulary. There
are spelling and grammar
errors.
0 points
Sources
(5 points)
5 pts.
The Reference page meets or
exceeds the required number of
sources. All sources are
referenced throughout the paper.
4 pts.
The Reference page meets the
required number of sources. Most
sources are referenced throughout
the paper.
3 pts.
The Reference page does not
meet the required number of
sources. Not all sources are
referenced throughout the
paper.
1-2 pts.
The Reference page is not
present or contains few
sources. Not enough sources
are referenced throughout
the paper, or none are
referenced.
0 points
Total
/100
Instructor’s comments:
4-MAT REVIEW ASSIGNMENT INSTRUCTIONS
OVERVIEW
The book review assignments (4MAT) allow the student the opportunity to learn additional
crises information via the critiquing process of selected works. The student may choose any book
with a strong crisis/trauma emphasis concerning children/adolescents to review.
INSTRUCTIONS
The 4-MAT REVIEW system is a way of responding to readings that requires the learner to
interact with new ideas on several levels. Please start with a title page that has the title of the
paper, student name and our course. You should then use the following format in preparing your
4-MAT REVIEWS:
1. Summary: After listing author and chapter, summarize what you have read as if you were
the author boiling down the book into 600 tight words. Demonstrate that you have read and
internalized the assigned book by writing a concise summary. This section is not a
commentary or listing of topics, but rather an insightful “précis” of the content. This section
should be at least 600 words in length.
2. Concrete responses: Get personally involved (vulnerable). In 600 words, relate a personal
life experience that this book connected with in your own life. Relate your story in first
person, describing action, quoting sentences you remember hearing or saying. In the teaching
style of Jesus, this is a do-it-yourself parable or case study. You will retain more information
that is meaningful by making this critical, personal connection. What video memory began to
roll? This is your chance to tell your story and make new ideas found in the book your own.
This section should be at least 600 words in length.
3. Reflection: What new questions pop up for you in response to what you have read? Keep a
rough note sheet at hand, as you read. Begin with questions like, “What would I like further
information on?” Where do I agree/not agree with the author?” or “What bothers me/excites
me about this content?” This section should be at least 600 words in length.
4. Application: How does the information in this book influence how you are going to
continue your own personal and professional growth? What actions or changes are you going
to make in your life because of your learning? Be specific in summarizing your action steps.
This section should be at least 600 words in length.
Please note: Your grade on this 4-MAT REVIEW depends on the way you address each of these
four dimensions of response to your chosen book. You do not have to write in APA as this
assignment has a specific format already outlined.
Running Header: TRAUMA IN CHILDREN AND ADOLESCENTS 1
Trauma in Children and Adolescents
Institutional Affiliation
Date
TRAUMA IN CHIDREN AND
ADOLESCENTS 2
Introduction: The book being discussed in this essay is the Child Trauma Handbook by Rick
Greenwald. The book was published after the misfortunes that followed Hurricane Katrina.
Many children and adolescents were directly affected by the event, and so the publication
presents a treatment model for helping the children and adolescents.
Trauma in Children and Adolescents
TRAUMA IN CHIDREN AND
ADOLESCENTS 3
Reference
Greenwald, R. (2014). Child trauma handbook: A guide for helping trauma-exposed children and
adolescents. Routledge.
Running Header: TRAUMA IN CHILDREN AND ADOLESCENTS 1
Trauma in Children and Adolescents
Institutional Affiliation
Date
TRAUMA IN CHIDREN AND
ADOLESCENTS 2
The book being discussed in this essay is the Child Trauma Handbook by Rick
Greenwald. The book was published after the misfortunes that followed Hurricane Katrina.
Many children and adolescents were directly affected by the event, and so the publication
presents a treatment model for helping the children and adolescents. The author is a clinical
psychologist who has been in the field for more than 15 years, and he uses this experience to
write a guide that can help mental health practitioners from various professions and treatment
orientations. Children and adolescents exposed to trauma need effective interventions that rely
on evidence. The book begins by differentiating routine treatment from trauma-informed
therapy. Trauma-informed treatment is different from routine treatment by the way regular
therapy revolves around trauma-related concepts. The book goes on to explain the stages of
trauma-informed therapy using a point model structure. Those reading the book will benefit by
comprehending the theories, the self-care, correlation, and treatment relationships during
treatment. The author also concentrates on milieu therapy to educate mental therapists on how
they can assist teachers, parents, youth counselors, and childcare workers on how they can work
with and help treat adolescents and children exposed to trauma.
In particular, he describes the concepts holding the development of traumatic signs and
other theories on resiliency, exposure, and survival adjustments. To gain from reading the book,
they have to be experienced in child and adolescent therapy, especially when it comes to
motivational and structured questioning, cognitive-behavioral therapy, parental skills education,
and play remedies. Precise supervision is needed when assessing one's trauma history, creating a
trauma-informed problem formulation, and creating a treatment agreement or procedure.
Therapists should concentrate on managing the issue while working with parents, teachers, and
TRAUMA IN CHIDREN AND
ADOLESCENTS 3
those around the child or adolescent to help them feel secure and to enhance healing. Also,
evidence-based methods for strengths and techniques and trauma analysis are represented. The
process of approaching the traumatic thoughts appropriately and not countertherapeutic is vital
when developing any trauma treatment procedure. Greenwald properly describes a realistic,
patient-centered plan to learning and understanding the most challenging responsibilities. The
approach discussed in the book can be termed respectful to both clients and those around their
lives since it insists on the importance of involving them in the treatment strategies used. When
children and adolescents are exposed to traumatic events, it can affect several their childhood
and manifest when they are adolescents through many mental problems. Without properly
assessing the client's traumatic history and failure to address the impacts of such trauma directly,
the treatment methods used have a high chance of failing.
Using a language that is open and convenient to various mental health practitioners, the
book translates theory and research into understandable and practical methods for identifying and
handling the development impacts of trauma in children and adolescents' lives. He identifies
gaps in past treatment methods and commonsense when developing effective strategies for child
and adolescent trauma. An example is when he states that it is naïve for therapists to discuss the
traumatic events with the client without preparing them with cognitive materials to help manage
arousals. The book can help the child and adolescent therapists improve their skills in managing
children and youth exposed to trauma. The therapist should apply the integrated and captivating
approach written in this book to treat children and adolescents. Those who have been exposed to
severe trauma-related events like Hurricane Katrina can gain from reading the book.
TRAUMA IN CHIDREN AND
ADOLESCENTS 4
During the COVID-19 pandemic, I came across a child going through trauma since both
of his grandparents died of the disease. According to the parents, the child was very close to both
of them, and losing them in three months may have severely affected him. The first process
involved discussing the appropriate treatment strategies with the parents to ensure he comes for
treatment every day while attending school and other activities that are of importance to him.
Since the child was already showing the symptoms, which include; not interacting with friends
or families even during birthday events or family meeting, was frequently disruptive, moody, and
angry, complained of headaches and stomachaches, developed baseless fears, and felt
emotionally dumb like he still could not believe his grandparents were gone. The purpose of the
therapy was to reduce the symptoms of trauma and enhance functioning. This involved
encouraging him to talk openly about his feelings while reminding him that his feelings are
normal. This seemed hard since he saw me as a stranger, so it was crucial he talks to one of the
parents or someone he is close to about what he felt. The next step involved allowing the child to
mourn the loss of his grandparents since it was very evident that the event still lingered in his
mind. I asked the parents to discourage him from constantly thinking of the traumatic event and
make him focus on happy thoughts, like when he would go play with some of his friends or
when they went on school trips.
Trauma can make a child feel like a world is unfair and frightening. It seemed like he did
not trust the people around him; thus, it was important to help him regain his sense of security.
The parents needed to hug him on several occasions since it would help him feel loved. When
the child started opening up to me, I asked him what he enjoyed doing, especially with his
grandparents, and the parents needed to note these activities so that they could pursue them
TRAUMA IN CHIDREN AND
ADOLESCENTS 5
together. The child needed to have space and time to rest, play and mostly engage in the
activities he did with the grandparents. There was also the need to create a routine by developing
a predictable framework and timetable to see the world as normal. This involved maintaining
regular meal times, family activities, and school assignments. It was important for the parents to
understand that children personalize circumstances, so there is a need to offer constant
reassurances that they are there for him while explaining to him that death is part of life. The
child needed to limit the amount of time he spent watching television since this is a coping
strategy that is harmful to the child. The child may also be exposed to content that may reignite
the feeling of losing his grandparents.
This would include staying clear of gadgets before bedtime. I encouraged the parents to
engage with the child since they can play a significant role in the treatment procedure by just
spending more time with him and initiating a lot of direct conversations. They needed to create
an environment in which the child can feel safe when talking to them about their feelings while
asking any questions they may have. The child was given a number of opportunities that would
promote talking so that he could state what he was feeling and ask any pressing questions. It was
essential to tell the child exactly what happened and why it was normal, even though nothing
ordinary about the COVID-19. The parents also needed to assure him that everything would be
fine always. It was important for the parents to acknowledge the child's fears even if they had
healed from losing both people. This helped him to feel understood and accepted by them. There
was the need to constantly reassure him that he was not responsible for their deaths, and it is
normal for them to feel sad, angry, or frightened.
TRAUMA IN CHIDREN AND
ADOLESCENTS 6
I want further information on some of the methods used in identifying trauma-related
issues in children. This is due to the number of signs needed within a single symptom cluster to
develop a precise diagnosis. The focus should be the emotional avoidance symptom patterns
since young people cannot state these emotions, thus giving parents a hard time identifying their
children's inner thoughts and feelings. I agree with the author on the need to ensure children and
adolescents receive very effective treatment strategies. The constant uncertainties on how to
identify trauma increase the challenges of addressing this issue among children and adolescents.
Intervention strategies meant to mitigate or cure traumatic stress signs can be found in
psychotherapy, complementary and alternative therapies, and pharmacotherapy (Greenwald,
2014). There is also the use of combination or system treatment strategies. What excites me
about this content is the need to involve parents and those involved in the child or adolescent's
life in developing treatment strategies. It is important for both the parents and those affected to
be willing to participate in the treatment strategies identified. Also, those who are diagnosed with
serious mental illnesses or depression should be very worried. Furthermore, certain
developmental traits should be considered when using pharmacological therapies. How the
patient reacts to the pharmacological therapy may depend on age, mental health, metabolism,
weight, gender, distribution, and absorption.
Even though the book concentrates on trauma in children and adolescents, future studies
need to assess other aspects like their functioning and well-being by focusing on their
relationship and performance quality. This can create an essential reference for the deep
comprehension of post-traumatic mental reactions and behavior adjustments, thus creating
integrative therapies that can benefit the overall behavioral and psychological development of
TRAUMA IN CHIDREN AND
ADOLESCENTS 7
children and adolescents exposed to trauma. Also, there is the need to consider the existence of
trauma and other theories like Post-traumatic growth (PTG) since it is essential to analyze the
correlation between the two to clarify how they affect each other. Not many studies have
assessed the relationship between the two variables, even though they are concurrent, and this
makes it hard to analyze the difference between the two variables efficiently. Future research
needs to incorporate trauma and PTG into a single model to identify the connections and contrast
between the two methods.
Also, clinical treatment research should also focus on the two variables to understand
how to reduce trauma while increasing PTG. These studies previously concentrated on the
mitigation of trauma, created intervention procedures, and examined its impacts through medical
assessments. Generally, clinical experimental studies on the use of PTG in treating trauma-
related issues are still not widespread. Thus, research on psychological treatment for trauma from
the combination aspect of trauma mitigation and PTG development is a vital issue that should be
analyzed. Future research should also assess effective genetic, neuroimaging, and
neuroendocrine in creating new treatment and evaluating treatment results. The shortcoming in
existing guidelines indicates other clinical issues. Clinicians need better guidance on the gains of
various treatment strategies, including basic treatment methods like play therapy. Also, clinicians
need better leadership to know if the therapy strategies used could result in more harm. These
challenges indicate a need for a comprehensive report of treatment methods for children and
adolescents with traumatic stress signs.
This book's information will help me improve my professional role in facilitating the
treatment and improvement of children, adolescents, and their families when faced with
TRAUMA IN CHIDREN AND
ADOLESCENTS 8
traumatic events. It can also help me work with community organizations and other professionals
involved in the development of children and adolescents who suffer from trauma in the various
communities they serve. It insists on the need to collaborate with other mental health providers
while engaging in volunteer work. Additionally, it offers insight into culturally and
developmentally relevant evidence-based treatment for child and adolescent trauma for those
who fail to heal by themselves. It identifies the various opportunities that can help in identifying
and giving support to those who are traumatized. The book also educates on how one can offer
advice to other professionals in schools or religious institutions to respond to those who are
affected and their families. Based on the information, mental health professionals can take part in
disaster response teams within various communities.
The book also teaches on the need to use existing resources and strengths of everyone
involved in the treatment strategy to mitigate stress and promote coping strategies that already
exist among those identified to be involved in the therapy. The book identifies the potential stress
that follows those around the traumatized people like secondary traumas, school displacement,
loss of friends and finances, and mental health professionals' need to help families navigate the
challenging times they face. During extreme stress, people fail to utilize evidence-based coping
strategies; thus, professionals need to help the children, adolescents, and families understand
how they can utilize existing techniques to new kinds of events. The book identifies the need to
develop new skills to deal with traumatic events. Training families on how to cope and solve
problems is always a part of the treatment strategy. Mental professionals need to be sensible
when training children and their families, especially when it comes to their different cognitive
abilities and background.
TRAUMA IN CHIDREN AND
ADOLESCENTS 9
The book can make mental health professionals understand how to deal with a number of
population groups while respecting culture, a patient's developmental abilities, culture, and the
different types of trauma. It teaches on comprehending the different, complex reactions in
children and adolescents when dealing with children and how these reactions develop with time.
Professionals can understand the different trajectories of their reactions and recovery procedures.
In particular, the study identifies risk and resilience features and how they interact to influence
results. It helps comprehend what occurs biologically, psychologically, and in terms of behavior
change once they are exposed to traumatic events and why some children and adolescents
recover at different times. The book helps determine if commonly used interventions like play
therapy can be effective and on which types of patients. It insists on the need to make progress
on research based on medication use to treat trauma since the concept, particularly among the
youth, is not fully understood. As interventions continue to develop, there needs to be an
understanding of how to match the type, period, and intensity of the treatment methods while
considering the person being treated and the family.
Some of the changes professionals can make after reading the book include the strategies
used to identify and treat trauma-related issues in children and adolescents since these therapies
are different when treating adults. Other changes include the use of different strategies in the
treatment of trauma since, according to the discussion, the procedures for identifying trauma
among children and adolescents is complicated. Even though the treatment strategy is different
compared to that used in adults, mental health professionals need to offer equal if not more
attention to children and adolescents in need of therapy.
TRAUMA IN CHIDREN AND
ADOLESCENTS 10
Reference
Greenwald, R. (2014). Child trauma handbook: A guide for helping trauma-exposed children and
adolescents. Routledge.
