The elements of counseling children and adolescents / Catherine Cook-Cottone, Linda S. Kane, Laura M. Anderson.

Format:

Book

Author/Creator:

Cook-Cottone, Catherine P., author.

Kane, Linda, author.

Anderson, Laura (Laura M.), author.

Language:

English

Subjects (All):

Children--Counseling of.

Children.

Teenagers--Counseling of.

Teenagers.

Counseling.

Physical Description:

1 online resource (133 pages)

Edition:

1st ed.

Place of Publication:

New York : Springer Publishing Company, 2015.

Language Note:

English

Summary:

Tailored to the specific needs of the child and adolescent client, this concise, easy-to-read primer provides essential and practical guidelines for counselors and psychologists who are training to work with children in both clinical and school settings. It is modeled after the highly successful and time-tested "Elements of... " format used in many teaching disciplines. The book distills the basic concepts that beginning professionals must keep in mind as they approach practice, offering guidance in logical, numbered sequence from setting the stage for the counseling process through the essentials of building and maintaining an active counseling practice. Not only does the book facilitate learning with its precise, easily digestible rules and principles, it provides potent guidance for both common and particularly troubling situations. Throughout the text, each concept is addressed first as it applies to children and then to adolescents. Key features such as using developmentally appropriate language and activities and fostering growth and self-reflection are covered, along with critical issues such as collaborating with parents and other professionals, responding to crisis situations, misconceptions and assumptions that can hinder therapy, and counselor self-awareness and care. The book discusses a variety of interventions and techniques that are most effective in work with young clients. Case examples of client-counselor dialogues in each chapter illustrate foundational concepts, and information is supported by references to empirical and theoretical works. The book also includes an overview of how to use the text for transcript analysis in training programs. Written by experienced counseling and therapy professionals, this versatile text will be a welcome addition for courses specific to counseling children and adolescents as well as other courses across the curriculum in school counseling; school psychology; marriage, child, and family counseling; and clinical social work. An instructor's guide includes sample syllabus, activities, and ideas for student self-evaluation.on.

Contents:

Chapter 1 Setting the state

1: Initial contact

2: Respect caregivers and family members in the process

3: The first appointment

4: Share your background

5: Explain counseling

6: Provide an overview of guidelines

7: Address confidentiality and privacy

8: Begin to explore the client's story and create counseling goals

9: Create a developmentally accommodating office space

10: Be on time

11: Individualize counseling

12: Meet your client's age and developmental level

13: Developmental framework

14: Address resistance, create a working alliance

15: See the big picture

Chapter 2: The processes of counseling with children and adolescents

15: Reflect first (content, feeling, and meaning)

17: Focus on feeling

18: Summarize

19: Reflect the process

20: Speak briefly

21: Allow and use silence

22: Use open-ended question

23: Confront effectively and with care

24: Use developmentally appropriate language

25: Be concrete

26: Match the strategy or technique to processing level

27: When words fail, draw or play

28: Use stories and metaphors

Chapter 3: Strategies for assisting self-awareness and growth

29: Reflect and give time for processing (do and do not do)

30: Avoid giving advice

31: Avoid relying on questions

32: Listen carefully to the words used

33: Focus on the client

34: Pay attention to nonverbals

35: Ground feelings in the body and teach distress tolerance

36: Pause and reflect themes/enumerate topics

37: Use a problem-solving model

38: Set clear, measurable goals

Chapter 4: Misconceptions and assumptions

39: Do not assume that change is simple

40: Academic developmental level does not equal emotional developmental level

41: Agreement does not equate empathy

42: Avoid moral judgements

43: Saying they understand does not mean that they understand

44: You can't assume that you know (feelings, thoughts, and behaviors)

45: Do not assume that you know how clients react to their feelings, thoughts and beaviors

46: Do not assume that all interventions will be safe or appropriate for all clients

47: Positive and rational thinking are not the same

Chapter 5: A brief introduction to evidence-based practice and contemporary interventions

48: Be familiar with limitations of ESTs with children and adolescents

49: Practicewise clinical-decision making support

50: Contemporary psychotherapy interventions with children and adolescents

51: Consider integrative approaches

Chapter 6: Crisis intervention, mandated reporting, and related issues

52: Develop crisis-intervention skills

53: Learn and understand grief, loss, and trauma

54: Become literate in mandated reporting

55: Refer carefully

Chapter 7: Knowing and caring for yourself as a counselor

56: Begin with self-awareness

57: Get the support and supervision you need

58: Have good boundaries

59: Engage in a consistent practice of self-care.

Notes:

Description based upon print version of record.

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.

ISBN:

0-8261-3004-6

OCLC:

896826620