Acts of violence are often studied as facts, not as cultural and symbolic expressions.Within this article,

the author will shed light on another dimension; explaining how a personal experience of unprovoked

assault changed the author’s scholarly vision of the intrusive nature of violence, as well as how violence

in￡uences the subjective perception of victims. He will show that during that moment of violence, all

cultural meaning unravels and the social imagery of the perpetrator is internalised by those that are victimised.

This paper describes lessons learned from a classroom based intervention, which was implemented in the post conflict area of Poso, Indonesia. These lessons are drawn from qualitative research and a randomised controlled trial in the area, as well as data from our own programme monitoring and evaluation. We describe these lessons learned from a socio-ecological perspective, making recommendations to strengthen the classroom based intervention's connection with critical mental health and psychosocial issues relevant at individual, family and wider community levels.

In response to a disaster in high income countries, disaster mental health professionals typically have, at most, one encounter with a survivor of the event. After providing the initial psychosocial interventions, the individual is either referred to follow-up mental health resources or has access to the mental health delivery system. When disasters occur in low and middle income countries, access to follow-up and treatment for mental health issues may be unavailable or limited in capacity.

This book provides specific, in-depth individual, group, and family therapy interventions for complex psychological trauma, and focuses on the treatment of 6-12 year-old children and their family members. The authors employ an evidence-based, yet flexible and individualized treatment model, Integrative Treatment of Complex Trauma for Children (ITCT-C), as they address the use of play therapy and...