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