Counseling and Psychotherapy with Children and Adolescents: Theory and Practice for School and Clinical Settings
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Covering all the major approaches to counseling children and adolescents—including psychodynamic, Adlerian, person-centered, cognitive-behavioral, rational-emotive, reality therapy, solution focused, and family systems—Counseling and Psychotherapy with Children and Adolescents, Fourth Edition equips you to become familiar with the latest thinking and practice in counseling and psychotherapeutic interventions with children and adolescents.
some discussion, it was decided that he would talk to the teacher on Tuesday and Friday mornings. When asked what he would say, he indicated that he would say hello and ask to go to the bathroom instead of just raising his hand. The plan was written up and signed, with each of them receiving a copy. When John came back the following week, he indicated that he had carried out the plan. Over the next several sessions, they worked on increasing the number of days and the things he would say.
intervention to children and adolescents with disabilities, however, the References at the end of the chapter provide additional information regarding specific characteristics of each disability. THE INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT OF 2004 Regardless of where counselors and therapists practice (school setting, private practice, hospital setting), it is important for clinicians who work with children and adolescents with disabilities to be familiar with federal
uphold both parental and student rights. Over time, authors in the ethics literature (Huey, 1986; Jacob & Hartshorne, 2003; Koocher & Keith-Siegel, 1990; Ross, 1980; Simmonds, 1976) describe key rights for children and parents, as summarized in the following: Children in therapy have the right: —To be informed about the evaluation process and reasons and results in understandable terms. —To be informed about therapeutic interventions and rationale in understandable terms. —To be informed
3. Life-cycle stresses: These are events associated with developmental changes, such as the birth of a sibling, the onset of puberty, or the end of adolescence without having achieved a personal identity. Psychoanalytic group treatment goals pertain to the following: facilitating the client’s return to a previous level of functioning before a known breakdown occurred; working out grief reactions; resuming daily life functioning; and making changes in interpersonal relationships by helping the
in particular contexts. They are regularly employed by the individual to achieve a particular goal. Billy, in the preceding example, may become angry and aggressive when any adult says “no,” or thwarts his desires. He may persist in this behavior despite aversive consequences. It would be reasonable to hypothesize an idiographic law for Billy that is characterized by a generalized belief of entitlement (“I deserve to have my way”), an interpersonal goal (“I will overpower anyone who gets in my