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In this advanced training course, you learn how to provide therapeutic
care for foster children. The course is divided into four parts. In Part One,
you start by developing your vision statement for children in care (1.1). You
then learn about well-adjusted children (1.2). This section covers the most
important areas of normal adjustment. You also consider how abuse and neglect
affect children’s adjustment.

Section 1.3 introduces the six major dimensions of child development.
Within each dimension, you consider the effects of abuse and neglect on
developing children. In section 1.4, you examine what abuse and neglect teaches
children. What do children learn when they are maltreated, removed from their
homes, and placed with strangers?

In Part Two, you learn about the changing expectations for foster
care. Section 2.1 explains how the changes happened and why they are important.
In section 2.1.a, you learn about the emphasis on “permanence” for
children. You then consider “concurrent planning” in section 2.1.b.
Section 2.2 uses a case example to help you better understand permanence and
concurrent planning.

Part Three builds on the foundation you develop in Parts One and Two.
In section 3.1, you learn children with extreme behavior and emotional problems
require more than therapeutic care. They must have highly qualified,
professional help. At the same time, these children can benefit from
therapeutic care combined with more specialized services.

Sections 3.2, 3.3, and 3.4 cover the three major areas of
maladjustment. These are stress and depression, school and learning problems,
and interpersonal (relationship) problems. You learn the best approaches to
helping children with adjustment difficulties in these areas.

Part Four applies your new knowledge and skills to real children. You
consider actual cases of children who have been removed from their homes and
placed into care. Helping them get past the trauma and upheaval in their lives
is complex. For them, therapeutic care is more than helpful. It’s necessary.

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Please send comments or questions to Gary A. Crow, Ph.D. || and visit