DB week 4 classmate 3: Week 4 Chapter 10, 11, 12   Chapter 10 Brief Counseling   List the steps for solution-focused brief counseling

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DB week 4 classmate 3:

Week 4 Chapter 10, 11, 12

 

Chapter 10 Brief Counseling

 

List the steps for solution-focused brief counseling.

 

Finding a solvable complaint

 

Determining goals

 

Planning an intervention

 

Drafting strategic tasks

 

Focusing on positive new behaviors and changes

 

Maintaining

 

Ending (page 314) (Henderson, 2016)

 

 

 

Describe five strategies in brief counseling and give examples of each.

 

One very key strategy is to orient the child client to the process by explaining that includes asking some hard questions. It is also important to let the child know that his/her responses will be very helpful. The initial session would be a great time to orient the child client to the solution focused brief counseling process. An example might be showing a child a difficult jigsaw puzzle that has been put together and explaining that sometimes parts of life don’t seem to fit because of a difficult or hard time; and that talking about hard times is a way to find a way to make those difficult pieces fit into the larger whole.

 

 

Another key strategy is to work with negative goals. An example of a negative goal would be when a child client states that he/she does not want to do something. A response might be “what would you rather be doing?”

 

Identifying exceptions to the problem is another strategy. Help the child client share a time when the problem was not present; a time when the solution was present. Use the acronym EARS E=Elict-ask for positive changes; A=Amplify-ask for details about the positive change; R=Reinforce-make sure the client notices and values the positive change, S=Start again-go back to the beginning and focus on client generated change..

 

 

Scaling towards a goal represents a way to quantify or measure the problem that is being presented; progress that has been made, and what the answer might look and feel like. Zero could be established as the worst thing that could happen; and 10 representing the problem being solved.

 

 

 

Along with the scaling technique, establishing ten percent improvements helps to picture a way ahead. A picture with steps or a ladder could represent the ten percent improvements as steps. Having a small ladder with labels that could be put on each step can help a child visualize what the next step or steps are and then discuss what taking the next step entails.

 

 

 

Chapter 11 Individual Counseling

 

Explain family atmosphere and indicate how a negative family atmosphere can affect children.

 

The family atmosphere is what sets the emotional tone for children. It is the family atmosphere that demonstrates to the child how to cope with life. Adler focused a lot of attention on birth order and the family constellation; but probably more important is how the family interacts with each other and with the world. A negative family atmosphere can affect a child profoundly and in numerous ways. An authoritarian family atmosphere where children have little or no voice in family decisions tends to produce children who are outer-directed, anxious and may become rebellious as young adults. A suppressive family is similar except children find it difficult to express their thoughts and feelings in additions to not having a voice.

 

These are just a few of the various family atmospheres and how the family coping mechanisms are passed on generation to generation. The environment in which a child grows up has a tremendous effect on the child. It is important for the counselor to have an understanding of the family atmosphere of the child-client.

 

 

 

 

 

Describe the four phases of Adlerian play therapy.

 

Adlerian play therapy is based on the concept that a child that is referred to counseling is primarily discouraged. The goal of Adlerian play therapy is to provide encouragement through four outcomes; connecting, believing they are capable, developing courage; seeing oneself as valuable or one who counts. These are the 4 C;s Connecting, Capable, Courage, Counts.

 

The first phase is Connecting; or establishing a therapeutic relationship appropriate to the age and maturity of the child. The next phase is exploring the beliefs which the child has about his or her self, the world, and their emotions. This kind of fits with the Capable outcome as the counselor is exploring how the child relates to others and the world. The third phase looks at the internal view which the child has by examining and self defeating behavior or faulty logic and to look at alternatives which will help them feel like they Count. The final stage is to reorient and reeducate the child to convert into action new thoughts and ideas. This aligns with the outcome of having Courage to make changes.

 

 

 

Outline and provide details about the goals of misbehavior and interventions for each.

 

Adlerians believe that discouraged children have a pattern of misbehavior which has at least one of four mistaken goals which they are pursuing. The first of these is Attention. Inappropriate attention getting behavior is usually met by the adult getting annoyed with the child. The second goal of misbehavior from a discouraged child is an exaggerated need for power and superiority An authority figure such as a parent or teacher may feel threatened or defeated by such a child.. The third goal is revenge. Some children feel that they have been mistreated by life and feel deeply hurt. Often this child wants badly to even the score. The adult typically feels hurt. The fourth goal is to withdraw when life seems overwhelming. The adult feels helpless and gives up because they feel hopeless about the child.

 

 

 

Chapter 12 Rational Emotive Behavior Therapy

 

Discuss the approaches and effectiveness of REBT with children. Have you had any personal experiences using this approach with children?

 

REBT is directed at the client’s belief system; not the activating event itself. It is not the situation or event that is the problem; it is how the client thinks or feels about it. Often a client will have irrational beliefs about an event or about life in general. The clinician needs to look for seven factors which will help detect irrational thinking. They are overgeneralizations, distortions, deletions, catastrophizing, absolutes like never, should, ought, condemnations, or fortune-telling. Once these are identified; the clinician can help the client recognize irrational beliefs, think them through, and relinquish them. The effectiveness of REBT with children and adolescents as well as adults has been well documented by several studies for over thirty years. I have not had any experiences working with children.

 

Debate the pros and cons of using REBT with children. Include how some of the limitations may be overcome.

 

One of the biggest limitations of REBT is that often children are referred to counseling and do not have any choice in attending sessions. REBT requires that the client participate in the process. If the child is too young, some parts of the process can be adjusted for their maturity; specifically the ability to criticially examine their own thinking. Since a child rarely comes to counseling on his/her own then there may be some hesitation or resistance to the REBT process of examining self-beliegs.

 

Explain the part blame plays in emotional problems according to REBT.? Where might you encounter this in working with children?

 

Blame falls into the irrational belief about a situation which must be examined. This could be encountered when a marriage is failing; or there is strife within a family.

 

Explain the principles of the rational emotive behavioral education noted in your textbook. Where could a school counselor use this in the school setting?

 

The textbook describes four objectives of Rational Emotive Behavioral Education. 1. Students learn by actively participating. 2. Students can utilize fact based personal constructs and emotive motivations to shape a productive life. 3. Students who can build upon already acquired self-knowledge are better able to translate knowledge into positive and productive activities. 4. Students who develop realistic self-knowledge couples with psychological problem solving skills increases success in multiple layers of life.