1. Class 1 Counseling Children and Adolescents

2. 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.

3. 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?

4. 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?

5.  What do children come to counseling for?

6.  (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

7.  Look at the developmental assets. How do you think guidance, parent education, etc. help develop resilience?  Developmental Assets VideoVideo

8. When working with kids, consider development-especially attachment.  Attachment video- Attachment video

9.  The teen brain The teen brain

10. Cultural considerations  Native American  African American  Asian American  Latino  BiRacial/ Multiracial

11. © 2011 Brooks/Cole, A Division of Cengage Learning African American Children Locke suggested that the counselor should:  encourage young people to talk about themselves, their families and their experiences  focus on strengths  ask about social class status rather than making assumptions  ask for descriptions of holiday celebrations, kinship networks, and the role of religion in their lives  solicit their concerns, and consider using music and dance as areas of special interest.

12. © 2011 Brooks/Cole, A Division of Cengage Learning American Indian and Alaskan Native Children Knowledge of and respect for the Native American worldview is essential, with special attention given to the social contexts and roles that helpers play, because an individual’s problem is seen as a problem of the community.

13. © 2011 Brooks/Cole, A Division of Cengage Learning American Indian and Alaskan Native Children Herring recommended that the counselor: sensitively and openly address issues of ethnic dissimilarity take into consideration ethnic identity and the degree of acculturation of the young person consider having open-ended sessions free from time constraints include family members and tribal elders or have sessions in the home consider the use of art, dance, music, storytelling, story reading, puppetry and games and include natural healing practices

14. © 2011 Brooks/Cole, A Division of Cengage Learning Asian American Children Counselors should:  recognize the difficulty in self-disclosure and the meaning of restraint as an attribute of emotional maturity  recognize that an individual’s problems may be seen as shaming the family  keep questions relevant to the problem and avoid asking too many personal questions  minimize confrontation  keep the focus on present time and on resolutions  learn common concerns of Asian-American children  ask about the culture  and work to gain an understanding of nonverbal communication.

15. © 2011 Brooks/Cole, A Division of Cengage Learning Latino/a Children Gloria and Rodriguez list the following questions to use with Latino clients: How do you identify yourself? What does that word mean to you? How hard has it been to maintain your cultural values? What is your primary language? Who are your friends? What holidays and traditions do you celebrate? What does your family expect of you? Who helps you at home?

16. © 2011 Brooks/Cole, A Division of Cengage Learning Biracial and Multiracial Children Herring emphasized the importance of:  developing a trusting relationship in counseling  understanding that the presenting problem may mask a deeper ethnic identity concern  being aware that biracial students will often identify with the minority culture  being familiar with the customs of all students  permitting children to ventilate their feelings about their identity and its meaning in society  assisting in building self-esteem  understanding the link between ethnic confusion and other developmental concerns  and involving the family

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

18.  How would you overcome resistance?

19. 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

20. 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).

21. Ethical Concerns

22.  What are some ethical concerns that affect children?

23. © 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

24. © 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

25. © 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.

26. © 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 include o professional in court-ordered role o court mandated release of files o malpractice lawsuit o mental state used as defense in court o hospitalization is necessary o client is danger to self or others o client is minor and victim of a crime

27. © 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