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E-grāmata: Counseling Children and Adolescents: Connecting Theory, Development, and Diversity

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Counseling Children and Adolescents, Second Edition reviews the most relevant theoretical approaches for counseling children (CBT, emotion focused therapy, play therapy, systems theory and developmental theories) and focuses on connecting key theories to application via case studies.

Counseling Children and Adolescents, Second Edition reviews the most relevant theoretical approaches for counseling children (CBT, emotion focused therapy, play therapy, systems theory and developmental theories) and focuses on connecting key theories to application via case studies. The book has an integrated framework that focuses on development and diversity. In addition, a unique aspect of this text is its focus on neuroscience, the developing brain, and the impact of early childhood trauma on development.
Acknowledgments xvii
SECTION I
Chapter 1 Historical and Contextual Trends in Counseling Children and Adolescents: Guiding Frameworks
3(20)
Introduction
3(2)
Counseling Youth: A Developmental and Multicultural Perspective
5(3)
Sociohistorical Context of Childhood and Children's Mental Health Care in the United States
8(9)
Education
9(1)
Current Issues
10(1)
An Opportunity Gap in Academic Achievement
10(1)
Education for Children Whose Families Have Immigrated
11(1)
Special Education Issues--Race and Class
12(1)
Child Labor Practices
13(1)
Child Abuse and Neglect
14(2)
Children's Mental Health Care
16(1)
Current Perspectives on Children's Mental Health Care
17(1)
Future Trends
18(3)
Counseling Youth and Other Counseling Specialties
18(1)
Changes in Access to Mental Healthcare
18(1)
Impact of Systemic Inequalities
19(1)
More Discoveries From Neuroscience
20(1)
Counseling Keystones
21(1)
Additional Resources
21(2)
Chapter 2 Legal and Ethical Issues in Counseling Children and Adolescents
23(30)
Introduction and Purpose
23(2)
The Child and Adolescent Counselor and the Law: Working Within the Legal System
25(14)
Federal Privacy Laws: HIPAA and FERPA
26(1)
Minors `Legal Consent'
27(1)
Counseling Youth With Disabilities: IDEA and Section 504
28(1)
Individuals With Disabilities Education Act
29(1)
Section 504
30(1)
Counselor Advocacy for Children With Disabilities
31(1)
Parental Rights and Custody
31(1)
Child Abuse and Neglect and Mandated Reporting
32(1)
Juvenile Justice and Other Residential Treatment
33(2)
Recent Legislation to Bullying, Cyberbullying, and Sexting
35(1)
Cyberbullying
36(1)
Sexting
37(1)
Malpractice
38(1)
Ethics of Counseling Children and Adolescents--Best Practices and Decision-Making
39(2)
Counselor Competence
39(1)
Informed Consent and Confidentiality
39(2)
Legal and Ethical Issues Clinical and Developmental Group Factors
41(2)
Ethical Decision-Making Models
41(2)
Supervision
43(4)
Case Navigation--Applying IMED
45(1)
Professional Development
46(1)
Counseling Keystones
47(1)
Additional Resources
48(5)
Chapter 3 Attachment, Trauma, and Repair From Infant to Adolescent Development: Counseling Implications From Neurobiology
53(38)
Introduction
53(3)
Brain Development and Environment
56(3)
Intersectionality
57(1)
Implicit Bias
58(1)
Reframing Trauma
59(1)
Hand Model of the Brain
59(2)
The Cortices--The Executive Control Center
61(2)
The Limbic System--The Welcoming Center or Guardhouse
63(5)
Safety Scripts
66(2)
Brain Stem--Basic Survival
68(1)
The Vagus Nerve--The Two-Way Superhighway of Emotion
68(2)
Neurons--The Building Blocks of the Brain and Nervous System
70(3)
Mirror Neurons
73(5)
Neurotransmitters--Brain Chemistry
78(3)
Adverse Events and Child Development
81(1)
Developmental Trauma and Diagnosis
82(1)
Play Counseling for Complex Trauma
83(1)
Relational, Cultural, Experiential, and Sensory Interventions
84(4)
Peel the Anger Onion
84(1)
Make a Worry Box
84(1)
Collect Items for a Calming or Bored Box or Bag
85(1)
Use Mindfulness and Guided Imagery
86(2)
Counseling Keystones
88(1)
Additional Resources
89(2)
Chapter 4 The Counseling Process: Establishing a Therapeutic Alliance
91(26)
Introduction
91(1)
The Culture of Childhood and Adolescence
92(1)
A Survey of Attitudes Toward Children
92(4)
Relating to the World of Children
96(2)
Relating to the World of Adolescents
98(3)
Relating to Children and Adolescents: "What Works"
101(1)
Focus on the Child, Not the Problem
102(1)
Relating the Child's View to Others
103(1)
Using Therapeutic Responses
104(8)
Recognizing Feelings
105(2)
Questions
107(2)
Limits and Boundary Setting
109(2)
Assigning Positive Intent
111(1)
Conclusion
112(1)
Counseling Keystones
112(1)
Additional Resources
113(4)
SECTION II
Chapter 5 Psychodynamic Theories
117(16)
Introduction
117(1)
Sociohistorical Context
117(2)
Theorists
119(11)
Sigmund Freud, Anna Freud, and Metanie Klein
120(1)
Carl Jung
121(1)
Adler and Individual Psychology
122(1)
Attachment Theories
123(1)
Application and Techniques
124(1)
Dream Analysis
124(1)
Jungian Sandplay
125(1)
Adlerian Play Therapy
125(2)
Attachment-Based Approaches
127(1)
Outcome Research
128(1)
Application in Schools and Clinics
129(1)
Counseling Keystones
130(1)
Additional Resources
130(3)
Chapter 6 Humanistic Approaches
133(20)
Introduction
133(1)
Sociohistorical Context
133(2)
Theorists
135(7)
Carl Rogers and Virginia Axline
135(2)
Fritz Perls and Violet Oaklander
137(2)
Irving Yalom and Clark Moustakas
139(3)
Application to Counseling Settings
142(5)
Existential-Humanistic Counseling Techniques
147(3)
Drawing Out the Real and Ideal
148(1)
Rosebush Strategy
148(1)
Sandtray
149(1)
Outcome Research
150(1)
Counseling Keystones
151(1)
Additional Resources
152(1)
Chapter 7 Cognitive Behavioral Approaches
153(24)
Introduction
153(1)
Sociohistorical Context
154(2)
Theorists
156(4)
Watson and Classical Conditioning
156(1)
Skinner and Operant Conditioning
156(1)
Ellis and REBT
157(2)
Beck and Cognitive Therapy
159(1)
Merging Cognitive and Behavioral Into CBT
160(3)
Adapting CBT for Younger Children
163(1)
Integrative and Cognitive Behavioral Play Therapy
164(2)
Trauma-Focused CBT
166(2)
DBT With Adolescents
168(1)
Acceptance and Commitment Therapy
169(1)
Creative Techniques for Using CBT With Children and Adolescents
170(4)
Games
170(1)
Storytelling
170(1)
Drama and Puppet Play
171(3)
Process and Outcome Research
174(1)
Conclusion
175(1)
Counseling Keystones
175(1)
Additional Resources
175(2)
Chapter 8 Family and Organizational Systems Approaches
177(28)
Introduction
177(1)
Defining Family Systems Counseling
178(1)
Theorists
178(6)
Applications in Counseling Settings
184(15)
Family Counseling
184(1)
Getting Started and Orienting Family Members
185(1)
Defining the Purpose of Counseling for Children and Adolescents
186(1)
Establishing Ground Rules
186(1)
Getting Children to Participate
187(1)
Building Relationships With Family Members and Exploring Goals
188(1)
Exploring the Problem and Assessing Family Structure
188(1)
Examining the Interactional Patterns Around the Problem
189(2)
Observing Family Structure and Family Patterns
191(1)
Intervening in Helping Families to Change
192(3)
Play Therapy With Families
195(1)
School Counseling and Family Systems Approaches
196(2)
Multicultural and Diversity Considerations
198(1)
Outcome Research
199(2)
Counseling Keystones
201(1)
Additional Resources
202(3)
Chapter 9 Constructivist Approaches
205(26)
Introduction
205(3)
Theorists and Tenets of Theories
208(4)
Techniques and Application of Constructivist Counseling Approaches
212(11)
Solution-Focused Brief Therapy
212(3)
Narrative Therapy
215(3)
Relational-Cultural Therapy
218(3)
Relational-Cultural Therapy and Treating Trauma
221(2)
Outcome Research
223(3)
Counseling Keystones
226(1)
Additional Resources
227(4)
SECTION III
Chapter 10 Counseling With Very Young Children (0-4) and Their Families
231(22)
Introduction
231(3)
The Brain and Cognitive Development
234(2)
Psychosocial Development
236(1)
Issues and Concerns
237(12)
Parenting Typically Developing Babies and Toddlers
238(2)
Assessment of Babies and Toddlers
240(1)
Diagnosis of Infants and Toddlers
241(1)
Special Issues in Counseling Infants and Toddlers
241(1)
Prenatal Exposure to Alcohol and Other Substances
241(3)
Trauma in Infants and Young Children
244(3)
Autism and Related Disorders
247(2)
Developmental Appropriate Interventions With Children Ages 0-4
249(1)
Counseling Keystones
250(1)
Additional Resources
251(2)
Chapter 11 Counseling With Young Children (5-8) and Their Families
253(22)
Introduction
253(3)
The Brain and Cognitive Development
256(2)
Play
257(1)
Gaining Control
257(1)
Cognitive Changes
258(1)
Psychosocial Development
258(2)
Issues and Concerns
260(5)
Parenting
261(1)
ADHD
261(1)
ODD
262(2)
Specific Learning Disabilities
264(1)
Suggestions for Developmentally Appropriate Intervention With Children Ages 5-8
265(7)
CCPT in Schools and Clinical Settings
266(2)
Person-Centered Consultation in Schools and Clinical Settings
268(1)
Solution Focused Brief Counseling Techniques
269(3)
Counseling Keystones
272(1)
Additional Resources
273(2)
Chapter 12 Counseling With Older Children (9-11)
275(24)
Introduction
275(1)
The Brain and Cognitive Development
275(10)
Brain Development
276(1)
Cognitive Development
276(2)
Psychosocial
278(1)
Erikson's Psychosocial Stages
278(1)
Moral Development--Moral Reasoning
278(1)
Moral Development--Forgiveness
279(1)
Language and Communication
279(1)
Development of Self
280(1)
Socialization Through the Family
281(1)
Peer Socialization and Friendship
281(1)
Vocational and Career Development
282(1)
Cultural Considerations
283(1)
Motor Skill Development
283(1)
Physical
284(1)
Issues and Concerns
285(7)
Obesity
285(1)
Bullying
285(3)
Online Gaming and Social Media Use
288(1)
Transition to Middle School
289(3)
Suggestions for Developmentally Appropriate Interventions With Children Ages 9-11
292(4)
Social Skills and Social-Emotional Learning
292(1)
Expressive Arts
293(1)
Bibliotherapy
294(1)
Game Play
295(1)
Nature-Based Intervention
295(1)
Counseling Keystones
296(1)
Additional Resources
297(2)
Chapter 13 Counseling With Young Adolescents (12-14)
299(26)
Introduction and Objectives
299(1)
Developmental Theory/Considerations
300(8)
Physical and Brain Development
300(3)
Cognitive Development
303(1)
Psychosocial and Identity Development
303(5)
Milestones and Issues Facing Adolescents
308(4)
Identity Issues
308(1)
Interpersonal Relationships
308(1)
Trauma
309(1)
Grief and Loss
310(1)
Internalizing Behaviors
311(1)
Externalizing Behaviors
311(1)
Cultural Considerations
312(1)
Suggested Interventions With Young Adolescents Ages 12-14 Years
312(10)
Individual Counseling
313(5)
Small Group Counseling
318(3)
Classroom Curriculum Activities
321(1)
Consultation With Teachers and Parents
321(1)
Peer-Based Interventions
321(1)
Counseling Keystones
322(1)
Additional Resources
322(3)
Chapter 14 Counseling With Older Adolescents (15-19)
325(24)
Introduction
325(1)
A Time of Rapid Growth and Change
326(3)
Models of Adolescent Identity Development
329(4)
Stages of Psychosocial Development
329(1)
Identity Status Theory
330(2)
Developmental Vectors
332(1)
Toward a Global Understanding of Adolescent Identity Development
333(3)
Identity Development in a Multiracial World
334(1)
Ecological Model of Racial Identity Development
335(1)
Multiple Heritage Identity Development Model
335(1)
Issues and Concerns: Late Adolescence in the Postmillennial Generation
336(6)
Mental Health Research
336(1)
Adolescent Relationships in a Virtual World
337(4)
Relational Violence in Late Adolescence
341(1)
Trauma in Adolescence
342(1)
Suggestions for Developmentally Appropriate Counseling Interventions With Adolescents Ages 15-19 Years
342(4)
Counseling Keystones
346(1)
Additional Resources
347(2)
Chapter 15 Counseling Emerging Adults (18-21): A Time of Hope in Transition
349(22)
Introduction
349(2)
Pillars of Emerging Adulthood Theory
351(4)
Cultural Considerations and Emerging Adulthood
353(2)
Physical and Cognitive Development
355(1)
Identity Development
356(1)
Chickering's Vectors of Identity Development
356(6)
Vector One Developing Competence
356(1)
Vector Two Managing Emotions
357(1)
Vector Three Interdependence
357(1)
Vector Four Establishing Identity
357(1)
Vector Five Developing Mature Interpersonal Relationships
358(2)
Vector Six Developing Purpose
360(1)
Vector Seven Developing Integrity
360(2)
Milestones and Issues Facing Emerging Adults
362(3)
Emerging Adults and Work-Related Challenges
363(1)
Emerging Adults and Externalizing Problems
363(1)
Emerging Adults and Mental Health Challenges
364(1)
Suggestions for Developmentally Appropriate Counseling Interventions for Emerging Adults Ages 18-21
365(4)
Counselors Should Address High-Risk Behaviors Within the Developmental Context of Emerging Adulthood
365(1)
Counselors Can Assist Emerging Adult Clients in Building Social Support
366(1)
Counselors Can Teach Emotion Regulation and Distress Tolerance Skills
366(1)
Counselors Can Promote Emerging Adults' Identity Development Through Recognizing Their Strengths and Areas of Competence
367(1)
Counselors Can Facilitate Emerging Adults' Development Toward a Sense of Purpose and Commitment to Beliefs and Values
367(2)
Counseling Keystones
369(1)
Additional Resources
370(1)
References 371(46)
Index 417(14)
About the Editors 431(2)
About the Contributors 433
Sondra Smith-Adcock holds a PhD in counseling and counselor education from the University of North Carolina at Greensboro. She has taught at the University of Florida for 20+ years in both the school counseling and mental health programs. She has authored more than 50 publications on counseling-related topics, with emphasis on counseling children and adolescents. She has counseling experience in schools, agencies, and private practice settings with diverse children of all ages.

Catherine Tucker holds a PhD in counselor education from the University of Florida and is a Licensed Clinical Mental Health Counselor Supervisor in North Carolina. She currently operates a private practice in Asheville, NC focused on supporting children and parents who have experienced attachment ruptures and trauma. Dr. Tucker earned tenure in the counseling area programs at Indiana State University, where she taught for 9 years. She has over 20 years of direct counseling experience, including 10 years as a school counselor, and has authored multiple journal articles and book chapters on counseling related issues. She was president of the Association for Child and Adolescent Counseling from 2017 to 2019.