Final Exam - ECG 558 - Counseling Children and Adolescents

Brain stem

Controls body functions like breathing, circulation, and reflexes.

Cerebellum

Coordinates sensory and motor activities

Meara, Schmidt, and Day (1996) describe the virtuous counselor as one who is:

Motivated to do good > Able to discern ethical elements of clinical situations > Tolerant of ambiguity > Self-aware and growth oriented > Willing to face one's shortcomings and biases > Open to using knowledge about cultural context in counseling.

Corsini elements of change

"Know yourself," "love your neighbor;" and "do good works." A. Cognitive Factors o Universalization: People get better when they understand that they are not alone, that other people have similar problems, and that suffering is universal. o Insight: When people understand themselves and gain new perspectives, they improve. o Modeling: People profit from watching other people. B. Affective Factors o Acceptance: Receiving unconditional positive regard from a significant person, such as the counselor, builds a person's acceptance of self. o Altruism: Change can happen when a person recognizes the gift of care from the counselor or others or from the sense of giving love, care, and help to others. o Transference: This factor implies the emotional bond created between the counselor and the client. C. Behavioral Factors o Reality testing: People can change when they can experiment with new behavior and receive support and feedback. o Ventilation: Having a place to express anger, fear, or sadness and still be accepted promotes change. o Interaction: People improve when they can admit something is wrong.

Bowen's 9 Qualities

(1) relationship between the spouses (2) differentiation of self (3) triangles (4) nuclear family emotional process (5) family projection process (6) multigenerational transmission process (7) sibling position (8) emotional cutoffs (9) emotional process in society

Counseling generally involves three areas:

(1) the client's thoughts and feelings about life at present (2) where the client would like to be in life (3) plans to reduce any discrepancy between the first and second areas.

Psychoanalytic play therapy - childs role

* > The fundamental goal is the child's insight into self. > More specific goals of psychoanalytic play therapy involve decreasing suffering, recovering from trauma, adjusting to life, following a medical treatment plan, eliminating fears, advancing academically, managing anger, and accepting disabilities.

Cognitive structures

Represent the organization of information stored in memory. Cognitive structures serve as filters, screening the ongoing experiences of life

Industry vs. Inferiority

> Takes place during the school years > During this time, children learn to be productive > Develop their sense of gender > Unresolved stage may lead to life span feelings of failure, inferiority, and inadequacy.

Shaping

A behavioral term that refers to gradually molding or training an organism to perform a specific response by reinforcing any responses that come close to the desired response.

Difference b/t advice and information:

Advice > The counselor gives the child/client suggestion(s) of actions they might take or behaviors they might use to help resolve a situation. Information > Providing facts, general knowledge, and to some extent, alternatives.

Gil and sunglasses with children

Gil (1991) emphasized the use of sunglasses in her work with abused children noting that children believe they are invisible when they put on sunglasses.

Shared beliefs that guide our ethical reasoning include:

Autonomy > Respecting freedom of choice; allowing self-determination and decision making Nonmaleficence > Doing no harm Beneficence > Being helpful; doing good; benefiting the client Justice > Being fair and egalitarian Fidelity > Being faithful or loyal Veracity > Being honest and keeping promises)

The focus of virtue ethics:

The human character.

Children bring to counseling session ?

Three pieces of information (1) their problem or concern (2) their feelings about the problem (3) their expectations of the counselor.

Family conditions and resilience

Resilience is the ability to handle stress in a positive way. Families: > Have ties with caregivers and friends with stable households. > are warm, structured, and have positive discipline practices. > Parents monitor their children, listen, and talk to the child > Have a faith that gives them a sense of coherence, meaning, and compassion

Id

working on the pleasure principle, exists to provide immediate gratification of any instinctual need, regardless of the consequences

Wubbolding encourages counselors to be...

**Always be: > Courteous > Determined > Enthusiastic > Firm > Genuine. > Reality therapy counselors are verbally active > Throughout the process, the counselor focuses on the person's real life, what the person is doing and plans to do. > The relationship is built on a caring involvement of the counselor with the client. **> The counselor is encouraging, optimistic, concrete, and focused. > The counselor builds an environment in which the client has enough security to evaluate current choices. Maintaining this safety is a critical part of the success of counseling. > It is the role of the counselor to provide a partnership in which the child avoids excuses and accepts responsibility, emphasizes strengths, and learns and practices new behaviors. > Counselors must suspend judgment by remembering that people are giving their best efforts to fulfill their needs. > Counselors use humor and listen for the client's metaphors and themes. > Counselors use reality therapy to establish rapport and trust in a brief, efficient way. > The counselor must build a choice theory relationship with clients. When experiencing a fulfilling relationship, clients can learn about handling the worrisome relationship that brought them into counseling. The client-counselor relationship becomes a bond in which clients learn how to build relationships based on choice theory. If the counselor does not connect to the client, change will not happen. The early stage of "making friends" is based on respect, boundaries, and choices

Primary goal of Solution Focused Brief Counseling (SFBC)

**To help create solutions in a straight forward manner within a limited amount of time. Counselors - Their primary goal is to create conversations that motivate and mobilize. The goals of solution-focused practitioners include the following: • Change the doing of the problem situation • Change the viewing of the problem situation • Elicit resources, strengths, and solutions to use If it's not working, stop doing it If it is working do more of it. Change something, try something new and see if it works.

Five (general) categories of children's problems which bring them to counseling

1. Interpersonal conflict or conflict with others: The child has difficulty in relating with parents, siblings, teachers, or peers and is seeking a better way to relate to them. 2. Intrapersonal conflict or conflict with self: The child has a decision-making problem and needs some help with clarifying the alternatives and consequences. 3. Lack of information about self: The child needs to learn more about his or her abilities, strengths, interests, or values. 4. Lack of information about the environment: The child needs information about what it takes to succeed in school or general career education. 5. Lack of skill: The child needs to learn a specific skill, such as effective study methods, assertive behavior, listening, or how to make friends.

Myrick clarifying technique

1.) Identify the problem clearly after careful discussion and listening. 2.) Continue to clarify the situation by determining: a. The emotional and value components b. The specific behaviors involved c. The expectations of the people involved d. What has been done previously e. The strengths of the people, systems, or both f. The resources available 3.) Determine the desired goal or outcome in specific (preferably behavioral) terms. 4.) Gather any needed information for further clarity. 5.) Develop a plan of action and determine the responsibilities for implementing it. 6.) Evaluate and revise as needed and discuss the next steps.

Use of silence

> A child may need a few moments of silence to sort out thoughts and feelings. The child may have related some very emotional event or thought and may need a moment of silence to think about this revelation or regain composure. The child or the counselor may have behaved or spoken in a confusing manner, and sorting things out may take time and silence. > Silences can be used for problem solving, and therefore be productive, but how long should the counselor allow the silence to last? Obviously, an entire session of silence between child and counselor is not likely to be helpful. The child may spontaneously begin to speak again when ready. Children's nonverbal behavior may provide counselors with clues that they are ready to begin. The counselor may test the water by making a quiet statement reflecting the possible cause of the silence; for example, "You seem a little confused about what you just told me." The child's response to this reflection should indicate whether he or she is ready to proceed.

Individualized Educational Plan (IEP) defined

> A communication tool between the school and family written by a team of those responsible for the child's education—parents, teachers, and other applicable school personnel. Any child eligible for special education services must have an IEP, which is commonly composed at the beginning of each school year and reviewed at the end. Some IEPs can be extended over 3 years if long-term planning is more appropriate. > Formats for IEPs are different, but according to Berns (2013), these are always included: 1. A description of the child's current levels of educational performance. 2. A list of the annual goals, including short-term objectives. 3. A statement of the specific services to be provided to the child and the extent of the child's participation in the regular education environments. Dates and duration of services are stated. 4. The required transition services from school to work or to continued education. 5. Objective criteria, evaluation procedures, and schedules for determining if the educational objectives are being achieved.

Formal operational

> Adolescents enter this stage when they have the ability to think abstractly. > Can think logically, rationally, and abstractly > Can combine facts and ideas to build an argumentative case, as well as multiple reasons to invalidate any contradictions.

Healthy defense mechanisms

> Affiliation or turning to others when you need help and support yet continuing to recognize personal responsibility. > Altruism means receiving satisfaction in helping other people. > Anticipation involves thinking about the future and relieving anxiety by finding ways to address situations effectively. > Humor allows you to focus on the amusing parts of circumstances. > Sublimation refers to redirecting emotions or impulses that could be unhealthy into acceptable ones. > Suppression leads to intentionally ignoring nonproductive, troubling experiences, and emotions.

Culturally competent counselors:

> Are active in the process of becoming aware of their own values, biases, preconceived notions, limitations, and ideas about human behaviors. > Actively work to understand the other person's worldview. > Develop and practice appropriate, relevant, and sensitive intervention strategies and skills in their counseling

Gestalt therapy Core Concept - Awareness

> Awareness signifies emotional health. > Self-regulation requires awareness of one's inner self and of the external environment. > Conscious awareness or focused attention involves full use of all the senses: touching, hearing, seeing, tasting, and smelling. > People with high levels of awareness of their needs and their environment know which problems and conflicts are resolvable and which are not. > The key to successful adjustment is the development of personal responsibility —responsibility for one's life and responsibility to one's environment. > Much of the Perls's doctrine is summarized in his famous Gestalt Prayer: I do my thing and you do your thing. I am not in this world to live up to your expectations, And you are not in this world to live up to mine. You are you and I am I. And if by chance we find each other, it's beautiful. If not, it can't be helped

Erikson's beliefs

> Each person faces a crisis that must be resolved in order to achieve a new stage of social interaction. > Unsuccessful resolution may hinder further development and can have a negative impact. > Places more emphasis on society and the demands of the world whereas Freud focuses on internal conflict

Role of ethical standards

> Ethical guidelines educate professionals about principled conduct in practice, provide a means of accountability in practice, and create ways to improve the profession (Herlihy & Corey, 2015). The most important ethical codes serve as a protection to the public by delineating the boundaries within which counselors should practice. > Relates to exceeding obligations and striving toward the ideals of a profession. > Relates not to what is to be done but rather who we should be, the being and character of the therapist

Bowen family therapy, choice therapy

> Focused on how family members could maintain a healthy balance between being enmeshed and being disengaged > Believed each family member should develop an individual identity and independence separate from family identity, but also maintaining a sense of closeness and a feeling of togetherness with their families. * Task is to help people integrate the opposing forces of seeking independence from the family and maintaining a sense of family membership and closeness > Family = an emotional unit best understood as a multigenerational network > The healthy family has members who have learned to establish their own identities and to separate themselves from the family of origin. > The dysfunctional family has no such differentiation of self, they are "stuck together." > Counselor works as a coach to educate the family in a detached, objective, and neutral role * > Goal of counseling is to help family members, especially the marital dyad, to move toward a better sense of self to reduce anxiety, increase differentiation of the self, and establish healthy boundaries between family members. Techniques - therapist detachment - genograms - defining roles - defusing emotion - process questions designed to help family members shift from reacting emotionally about the negative aspects of other family members to thinking rationally about how they personally contribute to the family's dysfunction and what they can do to improve the situation.

Cerebrum

> Handles thought, memory, language, emotion, sensory input, and conscious motor control > Divided into right and left halves, or hemispheres, which have specific purposes and are divided into "lobes" or sections

Cognitive behavioral play therapy:

> Incorporates cognitive and behavioral therapies through play using play activities to help the child solve problems. > Provides structured, goal-directed activities, allowing the child to engage in an unstructured, spontaneous way. > Uses techniques chosen to relieve symptoms of distress by modifying the cognitive errors that accompany them. > Is brief, directive, and problem oriented. > Play techniques, as well as verbal and nonverbal communication, are used to help children change their behavior and participate in the therapy. > Through play activities, such as using puppets to model, and cognitive strategies like disputing irrational beliefs and making positive statements about self, children can learn about counseling indirectly > Child learns new skills with the counselor's instruction. > Cognitive change and adaptive behaviors are communicated indirectly.

Psychoanalytic play therapy

> Play is used symbolically and equates to adult free association. > Play offers the counselor opportunities to see the child's hidden internal conflicts. > Interpretations of play are based on the counselor's understanding of that conflict. > Play is also used as a means to build a counseling relationship and to establish a basis for interpretation, which is expected to resolve the conflict, reduce the symptoms, and make the defenses irrelevant. > The therapist then is the interpreter "the person solving the riddle behind the symptom and the person who explains the riddle to the child, which in turn relieves conflicts. > In psychoanalytic play therapy, confrontation, clarification, interpretation, and working through are used to help identify the phenomenon by defining it, analyzing it, and exploring

Milton Erikson's teachings

> Solution-focused brief therapy > Use of language, metaphor, and hypnosis > Erickson discussed the importance of clients being open to change and possibilities. He accepted the worldview and life patterns of the client. His treatment involved leading clients into trancelike conditions to evoke the client's strengths and apply them to the current problem

Resiliency in children

> The ability "to continue to progress in their positive development despite being 'bent,' 'compressed,' or 'stretched' by factors in a risky environment" (p. 368). >The capacity all young people have for healthy development and successful living.

Counselor/Therapist in CBPT

> The therapeutic relationship is educational and collaborative. > Counselors see the child's words as basic data, and, rather than assuming unconscious meaning, > Counselor uses focused questions to reveal the child's thoughts. A positive relationship is based on rapport and trust, with play activities being a means of communication. > Active intervention involves the child and the counselor working together to establish goals. > Both choose play materials and activities. > Counselor focuses on the child's thoughts, feelings, fantasies, and environment. > Counselor uses praise and interpretation to help the child learn new behaviors and increase understanding of his or her thoughts. > Counselor also provides strategies for developing more adaptive thoughts and behaviors. > Counselor also emphasizes the issues of control, mastery, and responsibility for the client's own behavior change.

Goals for the ethical counselor:

> To reach and maintain professional competence > To strive for the common good. > To be sensitive to cultural issues in any decision making.

Schema

> Together cognitive structures and content comprise what is known as a schema which grows from the processing of life experiences. > A schema acts as a person's core philosophy, influencing expectations and screening information based on that core philosophy. The schema then affects the consistency in the person's cognition, behavior, and affect (Hayden & Mash, 2014). Furthermore, those schemas exist on a continuum of adaptive to maladaptive.

Gestalt theory involves.. - (Fritz Perls)

> Unhealthy functioning happens when people restrict their awareness and develop patterns that do not fulfill their needs. > The Gestalt view of human nature is positive: People are capable of becoming self-regulating beings who can achieve a sense of unity and integration in their lives. Human beings have the ability to cope with their lives successfully, but sometimes may need help. > In Gestalt thought there is no meaningful way to understand a person if that human is considered apart from the person's interactions with environment or interpersonal relations. Consequently, people have psychological problems because they have become separated from important parts of themselves such as their emotions, bodies, or contacts with others. Helping individuals become aware of those neglected parts and restore, integrate, and balance themselves is the purpose of gestalt therapy > According to Gestalt theory, the most important areas of concern are the thoughts and feelings people are experiencing at the moment. Additionally, the meaning that comes from the person's interpretation of the immediate experience is critical > The interconnected general principles for healthy functioning in Gestalt perspective are these: 1. Valuing the here and now in order to experience each minute fully 2. Embracing self-awareness and experience, understanding, and accepting all parts of self 3. Prizing wholeness or responsibility and understanding life is a process; as people mature they move past old ways and become more self-sufficient, self- observing, and self-understanding > "Gestalt therapy is an exploration rather than a direct attempt to change behavior" . The client and counselor collaborate to increase understanding toward the goal of growth through increased consciousness. > In Gestalt therapy, counselors are considered tools of change. With respect, compassion, and commitment to the person's perception of the world, Gestalt counselors focus totally on the client's immediate experiences > The function of the Gestalt counselor is to facilitate the client's awareness in the "now." > The central goal in Gestalt therapy is deeper awareness

Rational Emotivr Behavior Therapy(REBT)

> Unhealthy functioning occurs when people hold on to their disturbances > People live by their "crooked thinking" and the only remediation is to work through it to find the straight thought. > The core of mental illness is in some- one's beliefs. > Three areas in which people hold irrational beliefs - They must be perfect - Others must be perfect - The world must be a perfect place to live. **Self perfection - Because it would be highly preferable if I were outstandingly competent, I absolutely should and must be; it is awful when I am not, and I am therefore a worthless individual. Alternative: It would be nice if I were outstanding in whatever I do, but if I am not, it is okay, and I will try my best anyway. **Other perfection - Because it is highly desirable that others treat me considerately and fairly, they absolutely should and must, and they are rotten people who deserve to be utterly damned when they do not. Alternative: I would prefer people to treat me considerately. However, I realize they will not always, so I will not take it personally when they do not, and I will make it my business to be considerate. **World perfection - Because it is preferable that I experience pleasure rather than pain, the world should absolutely arrange this outcome, and life is horrible and I can't bear it when the world doesn't. Alternative: I realize that in life there are both pleasurable moments and painful moments. Therefore, I will try to make the painful moments positive learning experiences so I can endure trials and even benefit from them.

Screening process for children groups

An intake interview allows the leader an opportunity to: > Talk privately with prospective members, to learn a little about them and their concerns, and to define some possible goals. > The leader also has an opportunity to determine whether the child will benefit from a group experience or whether individual counseling would be more helpful. > The group leader would begin by identifying the characteristics of the group members that would be beneficial to the process, as well as criteria that would signify the person should be excluded (Ritchie & Huss, 2000). > Children who are overly aggressive and children who are overly sensitive to criticism would probably not benefit from group counseling. Overly angry, hyperactive, self-centered, unstable children should also be helped with other types of interventions > During the screening interview, the counselor can check the young person's willingness to engage in self-improvement, the desire to help others, the commitment to group progress, and compatibility with other group members > Other criteria for group member: - The child should have the language skills to communicate with other group members and should be willing to participate in group interactions. - The young people should be prepared to share their individual feelings and experiences. - They should accept and abide by group rules and be committed to the group members.

Types of insecure attachments

Avoidant > Describe their parents as demanding, disrespectful, and critical. > As adults, they mistrust partners and had anxiety about people getting too close to them. > They downplay their need for love and their belief they will be abandoned. > They believe that others do not like them and that love is elusive. > Their intimate relationships are apt to include jealousy, emotional distance, and lack of acceptance. > They avoid relationships due to their discomfort over intimacy and being dependent Resistant - > Characterize their parents as unpredictable and unfair. > Worry about intense feelings overwhelming them and about being abandoned by those they love. > Their relationships include jealousy, emotional highs and lows, and desperation. > They think little of themselves and others and have a confused, unpredictable array of neediness and fear of closeness

Session times with children groups

Begin each meeting with a routine that may include welcomes, reviews of rules and previous sessions, focus on current topic, an exercise related to the topic, discussion about the exercise, and a closing activity in which participants talk about what they have learned or experienced. The group counseling process closely follows the format for individual counseling: 1. Establishing a therapeutic relationship 2. Defining the problems of the member or members 3. Exploring what has been tried and whether it has hurt or helped 4. Deciding what could be done and looking at the alternatives 5. Making a plan—goal setting 6. Trying new behaviors by implementing the plan 7. Assigning homework 8. Reporting and evaluating the results

Techniques for Cognitive Behavioral Play Therapy

Behavioral techniques may include: > Systematic desensitization, > Contingency management > Self-monitoring > Activity scheduling. Cognitive techniques may include: > Recording thoughts > Cognitive change strategies > Coping self-statements > Bibliotherapy. To accomplish the educative process, counselors use techniques such as: > Modeling, > Role-playing > Using behavioral contingencies ** Combining cognitive and behavioral interventions may increase the potency of the intervention. > Change proceeds first in calming the child through the counselor's empathy and acceptance. > Relaxation techniques and verbal approval also are appropriate. > Modeling tailored to the needs of the children to demonstrate adaptive coping skills.

Child Ego states

Child Ego State > Part of the personality that is child-like; reflects the little boy/girl that never grows up; reflects child-like feeling > Fun-loving, affectionate, selfish, mean, playful, whiny, manipulative, spontaneous * Divided into 2 parts The Natural/Free Child > One part of the Child ego state that is impulsive, pleasure-seeking, uninhibited, aggressive, rebellious, creative, affectionate, etc. The Adapted Child > One part of the Child ego state that ignores own instincts and tries to please parents; complies, procrastinates, negotiates > Duplicates reactions individuals had toward parents in childhood including feelings, such as guilt, fear, and anger Ex: this ego state in Ruth is powerful as she is always trying to please everyone

Glasser and Reality therapy

Choice theory is based on the proposition that the only behavior we can control is our own. Glasser , "We choose everything we do, including the misery we feel" The basic human motivation is to increase pleasure and decrease pain feelings that occur based on the satisfaction (or lack) of basic needs. Those needs are - Survival - Love and belonging - Power - Freedom, and - Fun > Trying to narrow the gap between what a person wants and what a person has motivates behavior. > Choice theory incorporates all these ideas with assumptions about the ways people decide what to do. a. The need for power can be satisfied by a sense of accomplishment, doing a job well, working hard, and being recognized. b. The need for freedom is defined as the human desire for autonomy, to be able to choose with no excessive or unnecessary restrictions. c. The need for fun is the pursuit of enjoyment, a feeling of invigorating playfulness and deep connection; the ability to laugh, play, and appreciate are components of this need for pleasure which can be satisfied in many ways. The need for fun also relates to the capacity to learn.

Superego

Composed of two parts—the ego ideal (developed from the child's idea of what parents and significant others thought was good) and the conscience (what parents and significant others thought was bad)—the superego is, in essence, a personal moral standard.

Left Hemisphere

Contains language and logical thinking functions

Characteristics of culturally effective counselor

Counselors must: > Concurrently acknowledge the similarities in humans while celebrating the differences. > Work from a stance of acknowledging individuals as unique while understanding the common experiences of humans such as development, school, and family. > Make a commitment to continuous renewal and vigilance in increasing their awareness of self, as well as to refining and deepening the knowledge and skills needed to be an effective counselor in an increasingly pluralistic world. > Create Interventions which are sensitive to clients' backgrounds, time of life, gender perspectives, and sexual orientation. > Plan for differences during the counseling process. > Acknowledge that counseling is culturally based, both the counselor and the client have their own worldviews and cultural perspectives. > Recognize that clients bring their concerns based on their cultural and ethnic backgrounds, as well as their life period, gender, and sexual orientation perspectives. > Acknowledge that counselors and clients may have different perceptions of the counseling process and of the outcomes of treatment.

Stages of Cognitive Behavioral Play Therapy

Introduction > Allows counselor and child to identify each other, Orientation > Outlines the process of counseling. Assessment > May occur by asking "What goes through your mind when ___?" In the second stage, children are given opportunities to experience and test the thoughts that are associated with their emotions. Next, the children examine their distortions and learn to discern rational and irrational ideas to shift their perceptions During the middle stage, the therapy is focused on increasing the child's self-control and sense of accomplishment as well as learning different responses to situations.

Psychoanalysis - Principles to keep in mind when analyzing children

Develop a warm, friendly relationship • Accept the child • Create an atmosphere of permissiveness in the relationship • Recognize the child's feelings and reflect them • Respect the child's ability to solve problems • Allow the child to lead and follow that lead • Do not hurry • Use only necessary limits

Bowen - Differentiation of Self

Differentiation within oneself refers to the ability to separate feelings from thoughts. > Bowen rated his patients' ability to differentiate on a scale of 0 to 100, with 0 being low. - Those on the bottom end of the scale were regarded as undifferentiated, and their behavior, guided by their feelings, often left them with chronic anxiety resulting in relationship problems. Because they were undifferentiated from the family, their anxiety spilled over onto other family members. - Highly differentiated people handle stress and anxiety better, because they are able to apply rational thought to the problem at hand. They are able to maintain a healthy balance between thinking and feeling. > The high level of ego differentiation is a well-defined sense of self and low emotional reactivity. In contrast, a low level of ego differentiation refers to a poorly defined sense of self and high emotional reactivity > Bowen believed that marriage partners seek spouses with the same level of differentiation. Hence, the trait is passed down through several generations. > Bowen believed that schizophrenia in children resulted from generations of undifferentiated individuals marrying each other. Thus, a primary goal for Bowen was to help people attain higher levels of differentiation from enmeshment in one's family. > Triangulation refers to the practice of two family members bringing a third family member into conflictual situations

Dreikurs misbehavior goals Attention

Discouraged children with a pattern of misbehavior are usually pursuing one of four mistaken goals: Attention - The child's goal is to keep an adult busy, and the adult's natural reaction is to feel annoyed and provide the service and attention the child seeks. Attention-getting behavior appears in four forms: Attention-getting behavior appears in four forms: 1.) Active constructive. - This child may be the model child, but with the goal to elevate self, not to cooperate. This is the successful student whose industrious and reliable performance is for attention only. 2.) Passive constructive. - This charming child is not as vigorous as the active- constructive child about getting attention. This child is a conscientious performer and a prime candidate for teacher's pet. 3.) Active destructive. - This nuisance child is the prime candidate for the child most likely to ruin a teacher's day—the class clown, show-off, and mischief maker. 4.) Passive destructive. - This lazy child gets a teacher's attention through demands

The focus of principle ethics:

Duty, laws, rules, obligations

Validity (test)

It tests what it is supposed to test Validity is the extent to which a test measures what it is supposed to measure—intelligence, interests, achievement, or aptitude. A test that measures the child's current level of achievement in grade 2 is not a measure of the child's aptitude or intelligence; the test is valid only for measuring achievement.

Positive development and resilience

Four categories of personal strengths are the positive developmental outcomes of resilience: 1) Social competence - > Have a friendly nature, the ability to elicit positive responses from others, and good verbal skills. > Can communicate their personal needs in an appropriate way. > Show empathy, compassion, altruism, and forgiveness toward others. > Receive affection and support from caregivers. 2) "Good intellectual functioning" = > Are active problem solvers > Are proactive, intentional, and flexible > Use critical thinking skills and have the capacity to develop meaningful insight. 3) Autonomous > Act independently and have a sense of control over the environment > Have an internal locus of control, initiative, self-efficacy, mastery, adaptive distancing, mindfulness, and humor 4) Have a sense that life has meaning > Have faith in the future, goal direction, creativity, special interest, optimism, and hope

Dreikurs positive behavior goals

Four goals of positive behavior: - Attention, involvement, and contribution - Autonomy and self-responsibility - Justice and fairness, a child who is cooperative and responds to cruelty with kindness. - Avoiding conflict and accepting the opinions of others

Freud's belief about people

Freud viewed people as basically evil and victims of instincts that must be balanced or reconciled with social forces to provide a structure in which human beings can function. Freud believed that humans existed in perpetual turmoil. He considered innate drives, or instincts, as the determining factors in life. Freud questioned whether insight-oriented change is possible with children. Using only indirect interpretation through stories and metaphors are techniques that may lead to age-appropriate self-awareness. Sugarman (2008) announced that insight and consciousness in children and adults exist on a continuum rather than polarities. Furthermore, children are dependent on their parents, and that relationship will likely interfere with transference to the therapist, a critical part of psychoanalysis.

Right hemisphere

Holds visual and spatial functions.

51. Types of ADHD

Impulsive, hyperactive, and combined - Based on the types of symptoms, three kinds (presentations) of ADHD can occur: Combined presentation: If enough symptoms of both criteria inattention and hyperactivity-impulsivity were present for the past 6 months Predominantly inattentive presentation: If enough symptoms of inattention, but not hyperactivity-impulsivity, were present for the past 6 months Predominantly hyperactive-impulsive presentation: If enough symptoms of hyperactivity-impulsivity, but not inattention, were present for the past 6 months

Trauma-focused CBT

In a 10-session cognitive therapy group. The sessions followed this sequence: 1. Introduction, explanation of treatment, information on stress and trauma 2. Education on responses to stress and trauma, relaxation training 3. Introduction to cognitive therapy, connecting thoughts and feelings, measuring fear, and the ways of fighting negative thoughts 4. Fighting negative thoughts 5. Coping strategies, fear hierarchy 6. Exposure to troubling memories using imagination, drawing, writing 7. Same as 6 8. Social problem-solving 9. Practicing social problem-solving; 10. Relapse prevention. In a meta-analysis of six studies of trauma-focused CBT, the researchers concluded the treatment was an effective intervention for PTSD in children who have been sexually abused (Macdonald et al., 2012). Similarly, Silverman and colleagues (2008) analyzed 21 treatment studies of cognitive therapy. They concluded that trauma-focused CBT met the criteria for a well-established treatment. They also determined that school-based group CBT met the criteria for probably efficacious approach for children exposed to traumatic events.

Five virtue ethics (Welfel)

Integrity > Acting consistently on personal values Prudence > Acting with discernment and restraint Trustworthiness > Acting and following through on commitments even in the face of difficulty Compassion > Deep concern for a person's welfareespectfulness, avoiding action that diminishes a person's dignity or rights. Respectfulness > Avoiding action that diminishes a person's dignity or rights.

Difference b/t punishment and logical consequences

Logical Consequences - Consequences which naturally and logically follows a behavior (ex. Docked points for turning in a paper late, having to put up a toy if it is not being used properly, etc.) Punishment - An aversive event, occurs after the behavior occurs. Punishment tends to decrease the occurrence of the behavior. Spanking, yelling, and sending children to time-out rooms are examples of widely used punishment. Spiegler and Guevremont (2009) explain that the child experiencing punishment, especially physical pain, may quickly stop the behavior but may also be anxious and avoid the person who inflicted the pain. Additionally the child may imitate the aversive behavior to others. Therefore, punishment should be the last strategy to use in order to avoid the harmful side effects it generates.

Dreikurs misbehavior goals Inadequacy (or withdrawal)

Many children often feel inferior and think they are incapable of handling life's problems. Their deficiencies may be real or imagined. By giving up, they hope to hide their inferiority and to prevent others from making demands on them. The child's goal is to be left alone, and the adult's reaction is helplessness and giving up. Inadequacy has only one form: Passive destructive. - These children usually are described as hopeless. They often put on an act of being stupid just to discourage the teacher from asking them to do work. They may have an unwritten contract with their teachers that says, in effect, "I'll leave you alone if you leave me alone." Understanding the goal for which a misbehaving child is striving helps put the behavior in perspective and provides a basis for corrective action. A helpful clue to the goal of the misbehavior is the reaction of the adult. For example, four children may be tapping a pencil on the desk, the teacher may be annoyed with one, ready to argue with another, hurt by the other, and ready to give up on another—those reactions signal different mistaken goals of behavior.

Irreducible needs

Must be met for a child to grow, learn, and thrive Components: • Continuing, nurturing relationships • Physical protection and safety with regulations to safeguard those needs • Experiences tailored to individual differences for each child's optimal development • Developmentally appropriate opportunities as building blocks for cognitive, motor, language, emotional, and social skills • Adults who set limits, provide structure, and guide by having appropriate expectations • A community that is stable, supportive, and consistent.

Reliability (test)

Outcomes are repeatable The reliability of a test indicates the consistency with which the test provides accurate measurements. Are the results of an intelligence test similar when the test is administered to the same child 2 days, 2 weeks, or 2 months apart?

Ego states of adult personality and parent state

Parent ego state > Part of the personality where our thinking/responding is influenced by our parent's way of interacting with us Filled with values, injunctions (internalized messages sent to us by parents telling us how to be), shoulds & oughts, and behaviors internalized from childhood > Influences how you act with children and those that are inferior to you * Divided into 2 parts The Nurturing Parent > Part of the parent ego state that consists of internalized messages (injunctions) that were loving, supporting and accepting; results in adult nurturing responses The Critical Parent > Part of the parent ego state that consists of internalized messages that were rejecting, controlling, and judgmental; results in adult critical responses Adult Ego State > The objective part of the personality that processes information; has no feeling > Asks factual questions: what, when, why > Mediates b/w Parent and Child > Focuses on decision-making > Presents situations in an organized and intelligent way

Child maltreatment refers to ...

Physical abuse, Emotional Abuse, Physical neglect, Abandonment, Educational neglect, Emotional neglect, sexual abuse Child Maltreatment: Any act or series of acts of commission or omission by a parent or other caregiver that result in harm, potential for harm, or threat of harm to a child.

Dreikurs misbehavior goals Power

Power - Some children have an exaggerated need to exercise power and superiority. They take every situation, debate, or issue as a personal challenge from which they must emerge the winner; otherwise, these children think they have failed. The child's goal is to be the boss. A teacher's or parent's reaction ranges from anger to feeling threatened or defeated. The child acts in a stubborn, argumentative way and may even throw tantrums; this child leads the league in disobedience. The power struggle takes two forms: 1. Active destructive. This child is the rebel who has the potential of leading a group rebellion. 2. Passive destructive. This child is stubborn and forgetful and also could be the lazy one in the group.

Stages of counseling - Lazurus

Precontemplation > Refers to the client who has no intention to change—children who are referred to counseling will most often be in this stage because they are unaware or under aware of what others see as a problem. Contemplation > The stage in which people know a problem exists and are seriously considering overcoming the concern, but they have not yet made a commitment to action. Preparation > Combines intent with behavioral criteria. People mean to do something in the near future, but they have not reached the level of change that is desired. Action > The phase in which people change behavior, experiences, or setting in order to overcome their problems. Maintenance > The stage in which people work to avoid reverting to the previous behavior and to incorporating their progress into their lives. Those change stages are critical to any form of counseling.

Temporal lobe

Processes hearing and language

Frontal lobe

Processes higher-level functions like speech and reasoning

Parietal lobe

Processes touch, spatial information, and eye-hand coordination

Occipital lobe

Processes visual stimuli

32. REBT steps

REBT is often referred to as the "A, B, C, D, and E" approach to counseling. A, B, and C show how problems develop; D and E are the treatment steps: A is the activating event: "I failed my math test." B is how you evaluate the event (belief): (1) irrational message: "I failed the test; therefore, I'm a total failure as a person"; (2) rational message: "I failed the test. This is unpleasant and inconvenient, but that is all it is. I need to study more efficiently for the next exam." C represents the consequences or feelings resulting from your self-message at the B stage. The irrational message (B1 stage) will cause you to feel very depressed. The rational message (B2 stage) will not make you feel great, but it will not be so overwhelming as to inhibit your performance on the next test. D represents the disputing arguments you use to attack the irrational self- messages expressed in the B1 stage. The counselor's function is to help you question these irrational self-messages once they have been identified. E represents the answers you have developed to the questions regarding the rationality of your B1 stage self-messages. For example, counseling would proceed through the following steps: A—Something unpleasant happens to you. B—You evaluate the event as something awful, something that should not be allowed to happen. D—You question your B self-message: 1. Is it really as awful as I believe? 2. What evidence do I have to support these beliefs? 3. Are these beliefs helping or hurting me? E—You answer: 1. It is a disappointment. 2. It is a setback but not a disaster. 3. I can handle it. 4. I would like things to be better, but that doesn't mean I'm always supposed to get things done my way

Reinforcement of succession approximations

Reinforcing any responses that come close to the desired response For example, a researcher can use shaping to train a rat to press a lever during an experiment (since rats are not born with the instinct to press a lever in a cage during an experiment). To start, the researcher may reward the rat when it makes any movement at all in the direction of the lever. Then, the rat has to actually take a step toward the lever to get rewarded. Then, it has to go over to the lever to get rewarded (remember, it will not receive any reward for doing the earlier behaviors now...it must make a more advanced move by going over to the lever), and so on until only pressing the lever will produce reward. The rat's behavior was 'shaped' to get it to press the lever." In this example, each time the rat is rewarded, it is being rewarded for a "successive approximation", or for acting in a way that gets closer and closer to the desired behavior.

Cognitive content

Relates to the information that is stored—the substance of cognitive structures

Psychoanalytic therapists act as:

Serves as "a third ear attuned to underlying meanings, symbols, contradictions and important omissions that may point the way to unlocking the unconscious"

Dreikurs misbehavior goals Revenge

Some children feel hurt and mistreated by life. Their goal is to get even by hurting others. They may achieve social recognition for their aggressiveness, although they usually make themselves unpopular with most other children. The child's goal, then, is to even the score, and the adult's reaction is usually to feel hurt. Revenge has two forms: 1. Active destructive. This child is violent and resorts to stealing, vandalism, and physical abuse to extract revenge. This child is a candidate to become a gang leader. 2. Passive destructive. This child is violent, but in a passive way, that is, quiet, sullen, or defiant. Both revenge types believe their only hope for alleviating hurt feelings lies in getting even.

Materials for counseling playroom

Some psychoanalytic play therapists provide a private toy box for each child and bring the container to each session. The toys include dolls, animals, blocks, balls, houses, fences, vehicles, pencils, crayons, and other materials that can be used in different ways. The toys become recipients of the child's thoughts and feelings. No other child is allowed to use these toys so the child's work is protected, safe from intrusion, and shared only between the child and the counselor Toys in the playroom should capture the child's creative and emotional expressiveness. Counselors should choose toys that can be used in a number of ways, that are sturdy, and that provide ways to explore life, test limits, develop self, and provide chances to gain self-control. He talks about real-life toys, acting out toys, and creative expression toys.

Lateralization

Specialization between hemispheres

Gottman's behavior interviewing

Stage I How a couple or family made the decision to seek therapy is explored. The therapist also determines the level of commitment to therapy and who, if anyone, might be a reluctant client. The dynamics give the therapist an opportunity to view the family interaction pattern firsthand. Areas of family or couple agreement and disagreement surface during this stage. Stage II The goals each person has for therapy, some of the fears they have about coming to therapy, and fears about what could go wrong are identified. The therapist asks clients what their situation would be like if all their goals were attained; that is, how would they be behaving differently, and how would an observer know they had met their goals? More specifically, what would their typical day be like if they achieved their goals? Couples in counseling often state their goals (for treatment) in terms of what they want for each other; a better focus would be the goals the couple wants for the partnership. The therapist can facilitate goal setting by presenting each client with a list of possible goals—improve communication, have more fun, do more things together, become more of a team, become better parents, end fighting, manage finances better, improve lovemaking, cooperate more on household jobs—and instructing them to select just one goal each. The clients then elaborate on their choices and explain why the goal is important to them. Second task in Stage II is to identify any fears or inhibitions the couple might have about counseling. Stage III The counselor asks the couple to articulate their perceptions of their marital issues or problems. Again, the couple completes a checklist of several marital issues and rates each issue for its severity on a scale of 0 to 10, with 10 being most severe. The typical list of issues approximates the goals list used in Stage II— for example, house and yard chores, fighting, finances, sex, in-laws, communication, cooperation, parenting, time together, and addictions. Again, the couple's discussion of their marital issues affords the therapist another opportunity to observe the couple's communication pattern. Stage IV The therapist asks the couple to select one issue to discuss, just as they might try to resolve it at home, and then observes the free interaction to note whether the intent of each communication attempt is getting the desired impact. In Stage V, a play-by-play analysis of the couple's interaction focuses on miscommunications in which the intent of the speaker's message did not get the desired impact. Step V Might require the therapist to lecture on the intent and impact equation: Good communication occurs when intent equals impact. The therapist explains that choice of words, nonverbal communications, and the sender's and receiver's value filters can distort the intent of the message and lead to an undesired impact. Restating and clarifying the sender's message before reacting often can help. In other words, the couple may have to pass the message back and forth before the receiver understands it the way it was intended. Even with a clear message, the sender may not get the intended impact of the message and need to alter it to get the desired response. The receiving partner can help by stating how he or she wishes to be approached on the presenting issue. Stage VI The therapist concludes the session by negotiating a contract with the couple on what goal(s) they will try to achieve and the method of treatment they will use. The clients' job is to decide on the objective, and the therapist's job is to supply the process. Again, as is true with most counseling approaches, the principal goal is to teach people a communication process that enables them to solve more of their own problems

Adler's natural results of behavior - (Logical consequences)

Step 7 of Adler's process - Logical consequences of the child's poor choice—for example, a lower grade for failing to turn in a homework paper. Additional penalties that are not logical or natural consequences of failing to turn in the paper, such as paddling, are considered neither effective nor humane; however, logical and natural consequences are not removed. Natural consequences are a direct result of a child's behavior. Careless children who touch the hot stove get burned and become more careful of stoves in the future. Natural consequences of irresponsible behavior are unfavorable outcomes that occur naturally without any prearranged plan or program. For example, if Sue leaves her baseball glove outside and it is ruined in a rainstorm, she has experienced a natural consequence. Natural consequences to irresponsible behavior happen on their own, or naturally, without being planned and administered by others.

Communities and resilience

The Community: > Values education, there is structure and clear limits, and there is positive mentoring at school and beyond > Has resources of quality child care, comprehensive family services, relationships outside the family, community cohesion, and participation in community activities > Overall, is caring and supportive, having high expectations

Session times with children groups

The First Session Early sessions should include introductions, discussion of the group purpose, and explanations about confidentiality. The members learn how the group functions, define their goals and expectations, and find their place in the group. Part of the first group counseling session will be devoted to establishing ground rules and agreeing on some guidelines for the group. The group or the leader determines the frequency of the meetings, the length of each meeting, the setting, and the duration of the group. Members also need to discuss confidentiality and what might be done if confidentiality is broken by a member, what to do about members who do not attend regularly, and whether to allow new members should a member drop out. The Second session Opens with a brief summary of the initial meeting. If homework was assigned, the results should be shared. The group is then ready to address a member's concerns, either one that was identified earlier or a situation that occurred between meetings that may be concerning a member. Just as in individual counseling, a group leader establishes a therapeutic counseling atmosphere by demonstrating the facilitative skills of empathetic understanding, genuineness, and respect for group members. Counselors can demonstrate their caring by being nonjudgmental and accepting and by providing encouragement, support, and guidance. Counselors need to be adept at identifying, labeling, clarifying, and reflecting group members' feelings and thoughts.

Invention provided new idea of adulthood

The development of the printing press in the 15th century. That invention provoked a new idea of adulthood—being able to read—and of childhood—not being able to read.

Ego

The ego's primary mission is self-preservation, which is accomplished by mediating the demands of the id (instinctual demands) with the realities of the environment.

Proximal development

The gap between what children are already able to accomplish and what they are not quite ready to do by themselves.

Cerebral cortex

The outer surface of the cerebrum > Is the location of thought and mental processes.

Goals of psychoanalytic therapy

The primary goal of counseling within a psychoanalytic frame of reference is to make the unconscious conscious. The goal of psychoanalytic counseling involves helping a person fulfill their development by understanding human behavior through investigating that unconscious, inner experience. Counseling leading to catharsis then leads to confronting the unconscious mind in ways that promote learning, understanding, and growth in mental development and coping skills. The goal of psychoanalytic counseling is to help a person "achieve a more adaptive compromise between conflicting forces through understanding the nature of the conflicts and dealing with them in a more mature and rational manner"

Corpus callosum

The tissue that connects the two hemispheres, it allows them to share information.

Children who should not be included in group therapy

Those with organic brain injury and other cognitive impairments may be poor candidates for group therapy, as are patients with sociopathic traits, who show little ability to empathize with others. Children who are overly aggressive and children who are overly sensitive to criticism would probably not benefit from group counseling. Overly angry, hyperactive, self-centered, unstable children should also be helped with other types of interventions

Goal of psychoanalytic counseling:

To help a person "achieve a more adaptive compromise between conflicting forces through understanding the nature of the conflicts and dealing with them in a more mature and rational manner" The objectives include: > Increasing self-understanding > Improving acceptance of feelings and desires > Replacing unconscious defense mechanisms with conscious coping tactics > Developing relationships

Psychoanalytic play therapy - therapists role

Traditional psychoanalytic play therapists help children recognize and understand their unconscious motivations, bringing those driving forces into consciousness. They assume that two or more parts of the child's personality clash. Those battling aspects occur from the differences in the desire from the child's pleasure-seeking id colliding with the needs and direction of the moralistic superego. As explained in earlier sections of this chapter, the ego mediates those conflicts. When that intervention of the ego no longer works, problems emerge (Brems, 2008), symptoms develop, and defense mechanisms operate to allow the child to function.

Erikson's childhood and adolescent stages

Trust versus mistrust - Infant to 18 months Autonomy versus shame and doubt - 18 months to 3 yrs Initiative versus guilt - 3 to 5 yrd Industry versus inferiority - 5 to 13 yrs Identity versus role confusion - 13 to 21 yrs.

Freud innate drives

Two types of innate drives—sex and aggression A person's behavior is organized in efforts to satisfy those drives—even the acts that seem random have a basis in fulfilling those instinctual needs. Thus mental processes are considered the causal factors of human behavior. Viewed people as basically evil and victims of instincts that must be balanced or reconciled with social forces to provide a structure in which human beings can function.

17th century people and treatment of children

Young ones were considered "unformed adults. Children were still regarded as the property of their parents.

Catharsis

the process of releasing, and thereby providing relief from, strong or repressed emotions.