Class 1Counseling Children and Adolescents

Class Assignments

Read Dibs in Search of Self or I Never Promised you a Rose Garden (by Joanne Greenburg) and be ready to discuss it after Midterm

Interview a parent and child and write case study. Directions and release form on ftp site

Midterm and Final- essays posted on ftp site

Helpful information- ftp under SLatson

All powerpoints are on ftp site. Power point used in class may be modified.

Library resources are on ftp site

Textbook has a companion site that had videos, practice for exams, etc.

Childhood

Divide in groups according to “growing up” generation and consider the following questions

What did you and your friends enjoy doing in your free time?

How much of your time was structured?

What were some of the concerns you or your friends might have had that would have benefited from counseling?

Did you or your friends go to counseling? If so, what was your perception of it?

Today

What do you think are some of the concerns in this generation that are different from your generation?

How will counseling benefit children in this generation?

What do children come to counseling for?

(1) interpersonal conflict, or conflict with others;

(2) intrapersonal conflict, or conflict with self; (3) lack of information about self;

(4) lack of information about the environment;

(5) lack of skill.

I would add adjustment to trauma or change

Look at the developmental assets. How do you think guidance , parent education, etc. help develop resilience?

Developmental Assets Video

When working with kids, consider development-especially attachment.

Attachment video-

The teen brain

Cultural considerations

Native American

African American

Asian American

Latino

BiRacial/ Multiracial

What are some considerations for working with children/teens in counseling? How is it different from counseling adults?

How would you overcome resistance?

. Lazarus developed his BASIC ID model to describe seven problem areas often treated in counseling:  B Behavior: Fighting, Disruption, Talking, Stealing, Procrastination A Affect: Expression of anger, Anxiety, Phobias, Depression S Sensation/School: Headaches, backaches, and stomachaches; School failure, Perceptual/motor problems I Imagery: Nightmares, Low self-esteem, Fear of rejection, Excessive daydreaming and fantasizing C Cognition: Irrational thinking, Difficulty in setting goals, Decision-making problems, Problem-solving difficulties I Interpersonal relationship: withdrawing from others (shyness), Conflict with adults, Conflict with peers, Family problems D Drugs/Diets: Hyperactivity, Weight-control problems, Drug Abuse, Addictions 

Keat converted the BASIC ID model into a system geared for working with children and used the acronym HELPING:  H refers to health issues (pain and sickness). E stands for emotions (anxiety, anger, feeling down). L is for learning problems (deficiencies, failing, and sensory shallowness). P stands for personal relationships (adult and peer relationships). I refers to imagery (low self-worth and poor coping skills). N is the need to know (despair, faulty thinking, lack of information). G stands for guidance of actions, behaviors, and consequences (behavior and motivation problems).

Ethical Concerns

What are some ethical concerns that affect children?

© 2011 Brooks/Cole, A Division of Cengage Learning

Children in counseling have the right:

To be respected and told the truth To know about the evaluation process,

rationale, and results To be told about the interventions To receive information about confidentiality

and its limits To be involved  in decision making and goal

setting To control the release of their personal

information To be released from treatment if unsuccessful Not to be the scapegoat in a dysfunctional

family

© 2011 Brooks/Cole, A Division of Cengage Learning

Parents’ rights and responsibilities include:

Providing for the child’s welfare Having access to information that

pertains to the child’s welfare Seeking treatment for their child Participating in therapy decisions

and goal setting for their child Giving permission for treatments Releasing confidential information

about their child

© 2011 Brooks/Cole, A Division of Cengage Learning

Privacy and Children

• Younger children have little understanding or need for privacy

• Preadolescents and adolescents may have a heightened need

• Some children may want their parents to know what is going on in counseling

• Children will sometimes disclose something hoping the adult will intervene.

• Children’s reasoning capacity may limit the decision making ability.

© 2011 Brooks/Cole, A Division of Cengage Learning

Confidentiality

• Explain during first and subsequent interviews about confidentiality and its limits

• Should be done orally and in writing

• Limits includeo professional in court-ordered roleo court mandated release of fileso malpractice lawsuito mental state used as defense in courto hospitalization is necessaryo client is danger to self or otherso client is minor and victim of a crime

© 2011 Brooks/Cole, A Division of Cengage Learning

Summary

• practice within your boundaries• know state laws• always explain confidentiality• maintain accurate/objective

records• purchase liability insurance• confer with colleagues