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The elements of counseling children and adolescents /
""Offers precise, practical guidance based on a proven teaching format."". Tailored to the specific needs of the child and adolescent client, this concise, easy-to-read primer provides essential and practical guidelines for counselors and psychologists who are training to work wi...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Springer Publishing Company,
[2014]
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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 Goals9. 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 Silence22. 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 Nonverbals35. 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.