The Elements of Counseling Children and Adolescents.

Cover -- Title -- Copyright -- Contents -- Foreword -- Preface -- A Text Born from Necessity -- Knowledge and Practical Skills Presented in an Accessible Format -- Welcome -- Acknowledgments -- Share The Elements of Counseling Children and Adolescents -- 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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.