ASYNC Material: Rettew (2013) - "Child Temperament..."
I find it interesting that the concept of regulatory ability mentioned in Ch. 2 of the Rettew text (pg. 25-26 for reference) is at times not considered to be a separate major dimension of temperament, with the belief that it shows up in other dimensions. I agree with the alternative perspective that the experience of an emotion can be different from its expression. Therefore, I would agree that regulatory ability is a separate dimension of temperament, and I believe this is related to resiliency. From my understanding, someone who is resilient experiences negative emotions typical to other humans, yet has effective coping strategies to work through that emotion. To me, this sounds similar to the language of regulatory ability.
Kendall (2018) - Ch. 1 - Working with Youth
I really liked how the Kendall reading pointed out on pg. 3 how the goal of session 1 when working with children and adolescents in psychotherapy is to get them to return for session 2. In my first year field placement as a school social worker, I can remember spending a lot of time building rapport with the students, but in the back of my head, I was wondering when the "real social work" would begin. I was later able to see how influential my rapport building was in the work I was doing with the children, and it is affirming to know from these readings how building rapport is a large part of the "real social work".