Termination when working with children is one of the hardest parts of this work when you've built up a strong therapeutic relationship with the child. I appreciated the text breaking down how for children who see their therapist as a person to help them with their life skills, the more time that is taken to process this transition, the better it is. In my 1st year field placement, I was always honest with the kids about my leaving when they included me in their plans for the next year, and I intentionally began talking to them about me leaving as early as 3 weeks before I left. It was an initially uncomfortable balance to strike between telling them so far ahead, giving them room to process and ask questions, yet continue on with our similar routine, as Bromfield mentions in the text is important to do. With younger children (ages 4-6), I have wondered the best ways to process the ending to our time together. Given their developmental stage, how does processing termination look different with them, versus children who are ages 7-10? How much should one take into account their developmental stage in addition to their life experiences (i.e., a child with a history of abandonment)?