Collaboration on Critical Questions in Child Psychotherapy

Abstract

This article proposes that social workers can conduct effective child intervention through the application of a developmental cognitive and social approach that highlights common ground between all mental health professionals, regardless of theoretical orientation. By presenting a model of the psychotherapeutic process, the author calls attention to shared interdisciplinary modes of inquiry into individual child development. This model is intended to assist clinical social workers in identifying these basic shared assumptions in order to improve the outcomes of the therapeutic process during the referral, assessment, intervention, and evaluation stages.

Additional information

Notes on contributors

Tammie Ronen

The preparation of this manuscript was supported by the Halperin Foundation. The author would like to thank Dee B. Ankonina for her editorial assistance.