Early Childhood consists of the first five years of a child’s life. During this critical time a child learns through relationships with his/her surroundings, creating the basis for all subsequent learning. ITA strives to enhance the lives of young children by providing creative arts therapy services, targeting individualized needs for optimal growth and development.
Through Art, Dance/Movement, Drama, or Music, therapy is conducted to address many goals including, but not limited to emotional understanding and sensory needs, imitation skills, attention span, peer interaction skills, receptive and expressive communication skills, fine and gross motor skills, and the ability to accept change.
ITA’s extensive early childhood therapy programs include onsite individual and early childhood groups, and private and public schools in the Chicagoland area. Additionally, ITA provides consultation and collaborative services to address current special education legislation, inclusion practices, and strategies for in-home care. A creative arts therapy approach focuses on the strengths of the child, considering every child’s unique ability. Exciting mediums are used to stimulate the child’s senses, enhancing engagement and expression in a concrete, play-based atmosphere.
Physical Abuse
From the DSM-5:
Child physical abuse is nonaccidental physical injury to a child—ranging from minor bruises to severe fractures to death—occurring as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other object), burning, or any other method that is inflicted by a parent, caregiver, or other individual who has responsibility for the child… Physical discipline, such as spanking or paddling, is not considered abuse as long as it is reasonable and causes no bodily injury to the child.
Sexual Abuse
From the DSM-5:
Child sexual abuse encompasses any sexual act involving a child that is intended to provide sexual gratification to a parent, caregiver, or other individual who has for the child. Sexual abuse includes activities such as fondling a child’s genitals, penetration, incest, rape, sodomy, and indecent exposure. Sexual abuse also includes noncontact exploitation of a child by a parent or caregiver—for example, forcing, tricking, enticing, threatening, or pressuring a child to participate in acts for the sexual gratification of others, without direct physical contact between child and abuser.
Neglect
From the DSM-5:
Child neglect is defined as any confirmed or suspected egregious act or omission by a child’s parent or other caregiver that deprives the child of basic age-appropriate needs and thereby results, or has reasonable potential to result, in physical or psychological harm to the child. Child neglect encompasses abandonment lack of appropriate supervision; failing to attend to necessary emotional or psychological needs; and failure to provide necessary education, medical care, nourishment, shelter, and/or clothing.
Psychological Abuse
From the DSM-5:
Child psychological abuse is nonaccidental verbal or symbolic acts by a child’s parent or caregiver that result, or having reasonable potential to result, in significant psychological harm to the child… Examples of psychological abuse of a child include berating, disparaging, or humiliating the child; threatening the child; harming/abandoning—or indicating that the alleged offender will harm/abandon—people or things that the child cares about; confining the child (as by tying a child’s arms or legs together or binding a child to furniture or another object, or confining a child to a small enclosed area); egregious scapegoating of the child; coercing the child to inflict pain on himself or herself; and disciplining the child excessively through physical or nonphysical means.
Diagnoses Related to Children or Starts at Childhood:
- ADD/ADHD
- Anxiety
- Autism
- Depression
- Trauma
References:
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Other Conditions That May Be a Focus of Clinical Attention (717-719). Arlington, VA, American Psychiatric Association, 2013.
Additional Resources:
National Association for the Education of Young Children (NAEYC)
Music Therapy for Healthy Children and Families
Models of Music Therapy Intervention in School Settings
Play Therapy in Early Childhood
Disclaimer: Due to the nature of this post, this information is meant to be informative and not serve as a solution for issues in children and childhood. If you believe your child needs help, please seek out a doctor or professional for a proper diagnosis.