The Elements of Counseling Children and Adolescents

153 Pages·2014·1.509 MB·English

by  Catherine P. Cook-Cottone, Linda S. Kane, Laura M. Anderson

The

E l E m E n t s

Counseling
of

Children and

Adolescents

Catherine P. Cook-Cottone

Linda S. Kane

Laura M. Anderson
The Elements of Counseling
Children and Adolescents
Catherine P. Cook-Cottone, PhD, is associate professor in the Department
of Counseling, School, and Educational Psychology, University at Buffalo.
She is also a licensed psychologist, certified school psychologist, and
certified/registered yoga instructor with a private practice. Dr. Cook-
Cottone teaches classes in counseling with children and adolescents,
mindfulness interventions, and yoga therapy for mental health. Working
with adults, adolescents, and children, she specializes in the assessment
and treatment of anxiety-based disorders, eating disorders, and develop-
ment of emotional regulation skills. She is the author of the upcoming
book Mindfulness and Yoga for Embodied Self-Regulation: A Primer for Mental
Health Professionals, coauthor of Healthy Eating in Schools: Evidence-Based
Intervention to Help Kids Thrive, and has authored more than 50 refer-
eed journal articles and book chapters. Dr. Cook-Cottone has presented
numerous workshops at both national and regional conferences.
Linda S. Kane, MEd, LMHC, is a licensed mental health counselor and a
certified school counselor in the Williamsville Central School District and
has also been an adjunct professor at University at Buffalo. As a trained
yoga instructor, she implements the mindfulness, wellness, and relax-
ation techniques of yoga philosophy with her clients and is a co-author
of a book on this topic. Her areas of interest and expertise in working
with children and adolescents include prevention, early intervention, and
treatment of eating, anxiety, and mood disorders; assertiveness training;
media resistance; and emotional coping. She is a certified yoga instruc-
tor and implements mindfulness, wellness, and relaxation techniques
of yoga philosophy with her clients. She is coauthor of Girls Growing in
Wellness and Balance: Yoga and Life Skills to Empower.
Laura M. Anderson, PhD, is an assistant professor and director of the PULSE
Healthy Weight Research Team at the School of Nursing, University at
Buffalo. She is also a licensed psychologist. Her work with at-risk popula-
tions in urban and rural settings has inspired her interest in healthy weight
and mental health in children and families. Dr. Anderson maintains a pri-
vate practice specializing in the assessment and treatment of behavioral,
mood, and anxiety-based disorders. She has authored more than 20 peer-
reviewed journal articles and book chapters and has presented at numer-
ous national and local professional and academic conferences.
The Elements of Counseling
Children and Adolescents
Catherine P. Cook-Cottone, PhD
Linda S. Kane, MEd, LMHC
Laura M. Anderson, PhD
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Library of Congress Cataloging-in-Publication Data
Cook-Cottone, Catherine P.
The elements of counseling children and adolescents / Catherine Cook-Cottone, PhD, Linda Kane, MA,
LMHC, Laura Anderson, PhD.
pages cm
Includes bibliographical references and index.
ISBN 978-0-8261-2999-4—ISBN 978-0-8261-3019-8 (instructor’s manual)—ISBN 978-0-8261-3004-4
(ebook) 1. Children—Counseling of. 2. Teenagers—Counseling of. 3. Counseling. I. Kane, Linda.
II. Anderson, Laura (Laura M.) III. Title.
BF636.6C663 2015
158.3083—dc23
2014028650
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To Jerry, Chloe, and Maya Cottone. Thank you for all of your
support. I love you always.—Catherine Cook-Cottone
With deep gratitude for the love and support of my family and
friends who are encouraging, inspiring, and present . . . especially
my daughter, Makenzi.—Linda Kane
To Kim, sweet Gloria Joan, and my parents. You keep me going.
All my love and gratitude.—Laura Anderson
v

Contents
Foreword by Scott T. Meier, PhD xi
Preface xiii
Acknowledgments xvii
Share The Elements of Counseling Children and Adolescents
Chapter One Setting the Stage 1
1. Initial Contact 1
2. Respect Caregivers and Family Members in the Process 2
3. The First Appointment 3
4. Share Your Background 3
5. Explain Counseling 4
6. Provide an Overview of Guidelines 6
7. Address Confidentiality and Privacy 6
A. Privacy Between Child and Caregiver 6
B. Privacy Rule 9
8. Begin to Explore the Client’s Story and Create Counseling Goals 9
9. Create a Developmentally Accommodating Office Space 10
10. Be on Time 11
11. Individualize Counseling 11
12. Meet Your Client’s Age and Developmental Level 13
13. Developmental Framework 13
14. Address Resistance, Create a Working Alliance 15
15. See the Big Picture 16
Summary and Discussion Questions 18
References 19
Chapter Two The Processes of Counseling With Children
and Adolescents 23
16. Reflect First (Content, Feeling, and Meaning) 23
17. Focus on Feeling 25
vii
viii contents
18. Summarize 26
19. Reflect the Process 28
20. Speak Briefly 29
21. Allow and Use Silence 29
22. Use Open-Ended Questions 30
23. Confront Effectively and With Care 31
24. Use Developmentally Appropriate Language 32
25. Be Concrete 35
26. Match the Strategy or Technique to Processing Level 36
27. When Words Fail, Draw or Play 37
28. Use Stories and Metaphors 41
Summary and Discussion Questions 42
References 43
Chapter Three Strategies for Assisting Self-Awareness
and Growth 47
29. Reflect and Give Time for Processing (Do and Do Not Do) 48
30. Avoid Giving Advice 49
31. Avoid Relying on Questions 51
32. Listen Carefully to the Words Used 54
33. Focus on the Client 56
34. Pay Attention to Nonverbals 57
35. Ground Feelings in the Body and Teach Distress Tolerance 58
36. Pause and Reflect Themes/Enumerate Topics 60
37. Use a Problem-Solving Model 61
38. Set Clear, Measureable Goals 62
Summary and Discussion Questions 63
References 64
Chapter Four Misconceptions and Assumptions 67
39. Do Not Assume That Change Is Simple 67
40. Academic Developmental Level Does Not Equal Emotional
Developmental Level 68
41. Agreement Does Not Equal Empathy 69
42. Avoid Moral Judgments 69
43. Saying They Understand Does Not Mean That They Understand 70
44. You Can’t Assume That You Know
( Feelings, Thoughts, and Behaviors) 71
45. Do Not Assume That You Know How Clients 
React to Their Feelings, Thoughts, and Behaviors 71
46. Do Not Assume That All Interventions Will Be Safe
or Appropriate for All Clients 72
contents ix
47. Positive and Rational Thinking Are Not the Same 72
Summary and Discussion Questions 74
References 75
Chapter Five A Brief Introduction to Evidence-Based Practice and
Contemporary Interventions 77
48. Be Familiar With Limitations of ESTs With Children
and Adolescents 77
49. Practicewise Clinical Decision-Making Support 78
50. Contemporary Psychotherapy Interventions With Children
and Adolescents 79
A. Brief, Solution-Focused Therapies 79
B. Cognitive Behavioral Therapy 80
C. Trauma-Focused Cognitive Behavioral Therapy 81
D. Behavior Therapy 82
E. Play Therapy 82
F. Family Therapy 84
G. C reative and Innovative Techniques to Enhance
Evidence-Based Interventions 84
H. Multisystemic Therapy 86
51. Consider Integrative Approaches 87
Summary and Discussion Questions 88
References 88
Chapter Six Crisis Intervention, Mandated R eporting,
and Related Issues 93
52. Develop Crisis-Intervention Skills 93
A. A ssess for Suicide Risk: Specificity-Lethality-Access-Proximity-Prior
Attempts (SLAP-P) 94
B. Take Control of the Situation 97
C. Focus on Competencies and Strengths 98
D. Mobilize Social Resources and Engage Caregivers 98
E. Know and Use Community and Technology Supports 100
53. Learn and Understand Grief, Loss, and Trauma 101
54. Become Literate in Mandated Reporting 103
A. Know Your State Laws and Nomenclature 104
B. Consider a Probability Threshold 105
C. Use Framework Proposed By Levi and Portwood (2011) 105
D. Be Prepared for Reactions and Seek Supervision Appropriately 105
55. Refer Carefully 107
Summary and Discussion Questions 108
References 108