The elements of counseling children and adolescents

The elements of counseling children and adolescents /

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Bibliographic Details
Main Authors: Cook-Cottone, Catherine P. (Author), Kane, Linda (Author), Anderson, Laura (Laura M.) (Author)
Corporate Author: Ebooks Corporation
Format: Electronic eBook
Language:English
Published: New York : Springer Publishing Company, [2015]
Subjects:
Children > Counseling of.
Teenagers > Counseling of.
Counseling.
Online Access:Connect to this title online (unlimited simultaneous users allowed; 325 uses per year)

MARC

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020 |z 0826130194 (instructor's manual) 
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100 1 |a Cook-Cottone, Catherine P.,  |e author. 
245 1 4 |a The elements of counseling children and adolescents /  |c Catherine P. Cook-Cottone, PhD, Linda S. Kane, MEd, LMHC, Laura M. Anderson, PhD. 
264 1 |a New York :  |b Springer Publishing Company,  |c [2015] 
300 |a 1 online resource (pages.) 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
504 |a Includes bibliographical references and index. 
505 0 0 |a Machine generated contents note:   |g ch. One   |t Setting the Stage --   |g 1.  |t Initial Contact --   |g 2.  |t Respect Caregivers and Family Members in the Process --   |g 3.  |t First Appointment --   |g 4.  |t Share Your Background --   |g 5.  |t Explain Counseling --   |g 6.  |t Provide an Overview of Guidelines --   |g 7.  |t Address Confidentiality and Privacy --   |g A.  |t Privacy Between Child and Caregiver --   |g B.  |t Privacy Rule --   |g 8.  |t Begin to Explore the Client's Story and Create Counseling Goals --   |g 9.  |t Create a Developmentally Accommodating Office Space --   |g 10.  |t Be on Time --   |g 11.  |t Individualize Counseling --   |g 12.  |t Meet Your Client's Age and Developmental Level --   |g 13.  |t Developmental Framework --   |g 14.  |t Address Resistance, Create a Working Alliance --   |g 15.  |t See the Big Picture --   |t Summary and Discussion Questions --   |t References --   |g ch. Two   |t Processes of Counseling With Children and Adolescents --   |g 16.  |t Reflect First (Content, Feeling, and Meaning) --   |g 17.  |t Focus on Feeling --   |g 18.  |t Summarize --   |g 19.  |t Reflect the Process --   |g 20.  |t Speak Briefly --   |g 21.  |t Allow and Use Silence --   |g 22.  |t Use Open-Ended Questions --   |g 23.  |t Confront Effectively and With Care --   |g 24.  |t Use Developmentally Appropriate Language --   |g 25.  |t Be Concrete --   |g 26.  |t Match the Strategy or Technique to Processing Level --   |g 27.  |t When Words Fail, Draw or Play --   |g 28.  |t Use Stories and Metaphors --   |t Summary and Discussion Questions --   |t References --   |g ch. Three   |t Strategies for Assisting Self-Awareness and Growth --   |g 29.  |t Reflect and Give Time for Processing (Do and Do Not Do) --   |g 30.  |t Avoid Giving Advice --   |g 31.  |t Avoid Relying on Questions --   |g 32.  |t Listen Carefully to the Words Used --   |g 33.  |t Focus on the Client --   |g 34.  |t Pay Attention to Nonverbals --   |g 35.  |t Ground Feelings in the Body and Teach Distress Tolerance --   |g 36.  |t Pause and Reflect Themes/Enumerate Topics --   |g 37.  |t Use a Problem-Solving Model --   |g 38.  |t Set Clear, Measureable Goals --   |t Summary and Discussion Questions --   |t References --   |g ch. Four   |t Misconceptions and Assumptions --   |g 39.  |t Do Not Assume That Change Is Simple --   |g 40.  |t Academic Developmental Level Does Not Equal Emotional Developmental Level --   |g 41.  |t Agreement Does Not Equal Empathy --   |g 42.  |t Avoid Moral Judgments --   |g 43.  |t Saying They Understand Does Not Mean That They Understand --   |g 44.  |t You Can't Assume That You Know (Feelings, Thoughts, and Behaviors) --   |g 45.  |t Do Not Assume That You Know How Clients React to Their Feelings, Thoughts, and Behaviors --   |g 46.  |t Do Not Assume That All Interventions Will Be Safe or Appropriate for All Clients --   |g 47.  |t Positive and Rational Thinking Are Not the Same --   |t Summary and Discussion Questions --   |t References --   |g ch. Five   |t Brief Introduction to Evidence-Based Practice and Contemporary Interventions --   |g 48.  |t Be Familiar With Limitations of ESTs With Children and Adolescents --   |g 49.  |t Practicewise Clinical Decision-Making Support --   |g 50.  |t Contemporary Psychotherapy Interventions With Children and Adolescents --   |g A.  |t Brief, Solution-Focused Therapies --   |g B.  |t Cognitive Behavioral Therapy --   |g C.  |t Trauma-Focused Cognitive Behavioral Therapy --   |g D.  |t Behavior Therapy --   |g E.  |t Play Therapy --   |g F.  |t Family Therapy --   |g G.  |t Creative and Innovative Techniques to Enhance Evidence-Based Interventions --   |g H.  |t Multisystemic Therapy --   |g 51.  |t Consider Integrative Approaches --   |t Summary and Discussion Questions --   |t References --   |g ch. Six   |t Crisis Intervention, Mandated Reporting, and Related Issues --   |g 52.  |t Develop Crisis-Intervention Skills --   |g A.  |t Assess for Suicide Risk: Specificity-Lethality-Access-Proximity-Prior Attempts (SLAP-P) --   |g B.  |t Take Control of the Situation --   |g C.  |t Focus on Competencies and Strengths --   |g D.  |t Mobilize Social Resources and Engage Caregivers --   |g E.  |t Know and Use Community and Technology Supports --   |g 53.  |t Learn and Understand Grief, Loss, and Trauma --   |g 54.  |t Become Literate in Mandated Reporting --   |g A.  |t Know Your State Laws and Nomenclature --   |g B.  |t Consider a Probability Threshold --   |g C.  |t Use Framework Proposed By Levi and Portwood (2011) --   |g D.  |t Be Prepared for Reactions and Seek Supervision Appropriately --   |g 55.  |t Refer Carefully --   |t Summary and Discussion Questions --   |t References --   |g ch. Seven   |t Knowing and Caring for Yourself as a Counselor --   |g 56.  |t Begin With Self-Awareness --   |g A.  |t Why Did You Choose Counseling as a Career? --   |g B.  |t Be Aware of the Emotions and Topics That Challenge You --   |g C.  |t Know When You Are Impaired --   |g D.  |t Know the Signs of Burnout and Compassion Fatigue --   |g 57.  |t Get the Support and Supervision You Need --   |g A.  |t Create a Support Group --   |g B.  |t Supervision Leads to Competence --   |g C.  |t Get Personal Counseling --   |g 58.  |t Have Good Boundaries --   |g A.  |t Practice Disengagement --   |g B.  |t Establish and Keep Physical Boundaries --   |g C.  |t Create and Maintain a Manageable Schedule --   |g D.  |t Practice Within Your Competency --   |g E.  |t Accept That Clients Grow at a Pace That Makes Sense for Their Mental Health --   |g 59.  |t Engage in a Consistent Practice of Self-Care --   |t Summary and Discussion Questions --   |t References --   |t Appendix: How to Use This Book in Training --   |t Counselor-in-Training Instructions. 
533 |a Electronic reproduction.  |b Perth, W.A.  |n Available via World Wide Web. 
588 |a Description based on print version record. 
650 0 |a Children  |x Counseling of. 
650 0 |a Teenagers  |x Counseling of. 
650 0 |a Counseling. 
700 1 |a Kane, Linda,  |e author. 
700 1 |a Anderson, Laura  |q (Laura M.),  |e author. 
710 2 |a Ebooks Corporation 
776 0 8 |c Original  |z 9780826129994  |z 0826129994  |z 9780826130198  |z 0826130194  |w (DLC) 2014028650 
856 4 0 |u https://ebookcentral.proquest.com/lib/santaclara/detail.action?docID=1866502  |z Connect to this title online (unlimited simultaneous users allowed; 325 uses per year)  |t 1 
907 |a .b27543754  |b 200414  |c 150206 
998 |a uww  |b    |c m  |d z   |e y  |f eng  |g nyu  |h 4 
919 |a .ulebk  |b 2014-10-15 
915 |a YBP DDA - Also in ProQuest Academic Complete 
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