ISBN-10:
0826129994
ISBN-13:
9780826129994
Pub. Date:
12/15/2014
Publisher:
Springer Publishing Company
Elements of Counseling Children and Adolescents / Edition 1

Elements of Counseling Children and Adolescents / Edition 1

Paperback

View All Available Formats & Editions
Current price is , Original price is $45.0. You
Select a Purchase Option (New Edition)
  • purchase options
    $35.00 $45.00 Save 22% Current price is $35, Original price is $45. You Save 22%.
  • purchase options

Product Details

ISBN-13: 9780826129994
Publisher: Springer Publishing Company
Publication date: 12/15/2014
Edition description: New Edition
Pages: 146
Sales rank: 374,249
Product dimensions: 5.90(w) x 9.00(h) x 0.50(d)

About the Author


Catherine P. Cook-Cottone, PhD, is a Licensed Psychologist, Registered Yoga Teacher, and Associate Professor at University at Buffalo, SUNY. She is also a researcher specializing in embodied self-regulation (i.e., yoga, mindfulness, and self-care) and psychosocial disorders (e.g., eating disorders). She has written four books and over 50 peer-reviewed articles and book chapters. Presenting nationally and internationally, Dr. Cook-Cottone uses her model of embodied self-regulation to structure discussions on empirical work and practical applications. She teaches classes on mindful therapy, yoga for health and healing, history of psychology, and counseling with children and adolescents. She also maintains a private practice specializing in the treatment of: anxiety-based disorders (e.g., PTSD and Generalized Anxiety Disorder), eating disorders (including other disorders of self-care), and development of emotional regulation skills.



Linda S. Kane, MEd, LMHC, is a licensed mental health counselor and a certified school counselor in the Williamsville Central School District and has also been an adjunct professor at University at Buffalo. As a trained yoga instructor, she implements the mindfulness, wellness, and relaxation techniques of yoga philosophy with her clients and is a co-author of a book on this topic. Her areas of interest and expertise in working with children and adolescents include prevention, early intervention, and treatment of eating, anxiety, and mood disorders; assertiveness training; media resistance; and emotional coping. She is a certified yoga instructor and implements mindfulness, wellness, and relaxation techniques of yoga philosophy with her clients. She is coauthor of Girls Growing in Wellness and Balance: Yoga and Life Skills to Empower.



Laura M. Anderson, PhD, is an assistant professor and director of the PULSE Healthy Weight Research Team at the School of Nursing, University at Buffalo. She is also a licensed psychologist. Her work with at-risk populations in urban and rural settings has inspired her interest in healthy weight and mental health in children and families. Dr. Anderson maintains a private practice specializing in the assessment and treatment of behavioral, mood, and anxiety-based disorders. She has authored more than 20 peer-reviewed journal articles and book chapters and has presented at numerous national and local professional and academic conferences.


Table of Contents


Foreword by Scott T. Meier, PhD

Preface

Acknowledgments

Chapter One Setting the Stage

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

A. Privacy Between Child and Caregiver

B. Privacy Rule

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

Summary and Discussion Questions

References

Chapter Two The Processes of Counseling With Children and Adolescents

16. 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 Questions

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

Summary and Discussion Questions

References

Chapter Three 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, Measureable Goals

Summary and Discussion Questions

References

Chapter Four 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 Equal Empathy

42. Avoid Moral Judgments

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 Behaviors

46. Do Not Assume That All Interventions Will Be Safe or Appropriate for All Clients

47. Positive and Rational Thinking Are Not the Same

Summary and Discussion Questions

References

Chapter Five 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

A. Brief, Solution-Focused Therapies

B. Cognitive Behavioral Therapy

C. Trauma-Focused Cognitive Behavioral Therapy

D. Behavior Therapy

E. Play Therapy

F. Family Therapy

G. Creative and Innovative Techniques to Enhance Evidence-Based Interventions

H. Multisystemic Therapy

51. Consider Integrative Approaches

Summary and Discussion Questions

References

Chapter Six Crisis Intervention, Mandated Reporting, and Related Issues

52. Develop Crisis-Intervention Skills

A. Assess for Suicide Risk: Specificity-Lethality-Access-Proximity-Prior Attempts (SLAP-P)

B. Take Control of the Situation

C. Focus on Competencies and Strengths

D. Mobilize Social Resources and Engage Caregivers

E. Know and Use Community and Technology Supports

53. Learn and Understand Grief, Loss, and Trauma

54. Become Literate in Mandated Reporting

A. Know Your State Laws and Nomenclature

B. Consider a Probability Threshold

C. Use Framework Proposed By Levi and Portwood (2011)

D. Be Prepared for Reactions and Seek Supervision Appropriately

55. Refer Carefully

Summary and Discussion Questions

References

Chapter Seven Knowing and Caring for Yourself as a Counselor

56. Begin With Self-Awareness

A. Why Did You Choose Counseling as a Career?

B. Be Aware of the Emotions and Topics That Challenge You

C. Know When You Are Impaired

D. Know the Signs of Burnout and Compassion Fatigue

57. Get the Support and Supervision You Need

A. Create a Support Group

B. Supervision Leads to Competence

C. Get Personal Counseling

58. Have Good Boundaries

A. Practice Disengagement

B. Establish and Keep Physical Boundaries

C. Create and Maintain a Manageable Schedule

D. Practice Within Your Competency

E. Accept That Clients Grow at a Pace That Makes Sense for Their Mental Health

59. Engage in a Consistent Practice of Self-Care

Summary and Discussion Questions

References

Appendix: How to Use This Book in Training

Counselor-in-Training Instructions

Index



Customer Reviews

Most Helpful Customer Reviews

See All Customer Reviews