Description: When working with children or adolescents, counselors should prepare for a journey filled with the unexpected. Connecting with young clients can be like dodging avalanches, avoiding road agents, and crossing rickety bridges. Counseling young clients is an adventure; depending on your perspective, it is fraught with peril or filled with excitement.
Source: Tough Kids, Cool Counseling: User-Friendly Approaches With Challenging Youth, Second Edition, by John Sommers-Flanagan and Rita Sommers-Flanagan
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
Description: This chapter provides an overview of Adlerian play therapy, child-centered play therapy, cognitive-behavioral play therapy, ecosystemic play therapy, Gestalt play therapy, Jungian analytical play therapy, psychodynamic play therapy, and Theraplay. Prescriptive play therapy is also very briefly described. For each of the theoretical orientations in this chapter (except prescriptive, which by its very nature requires special treatment), a brief synopsis is provided of the following topics: (a) important theoretical constructs, (b) phases of the counseling process, (c) role of the therapist, (d) goals of therapy, (e) approach to working with parents and teachers, and (f) distinctive features.
Objectives:
Examine the theoretical underpinnings associated with the varied approaches to play therapy.
Relate how broader counseling theories and approaches may be applied in play therapy situations.
Source: Play Therapy: Basics and Beyond, 2nd edition by Terry Kottman
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
Description: Dr. Kimberly Frazier draws on her experience treating child sexual abuse survivors and their families. She presents strategies to help the child survivor feel less victimized and more empowered to heal. She describes ways the child's family and caregivers can aid the child in recovering from the trauma
Objectives:
Summarize the basic tenets of Dr. Frazier's podcast: Child Sexual Abuse, their Families, and Caregivers
Discuss the importance of consistency and boundaries with child sexual abuse survivors
Provide examples of symptoms and behaviors typically seen in a survivor from child sexual abuse
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
Description: This metaanalysis was composed of clinical trials which explored the effectiveness of treatments targeted at changing oppositional behavior. Thirty-one peer-reviewed treatment studies were selected with school-aged youth aged 6-17 years who were identified as having Oppositional defiant disorder (ODD). Results were synthesized using a random effects model for mean difference and mean gain effect size estimates. The findings suggest that counseling/psychotherapy is effective in treating oppositional behavior in school-aged youth at termination, but the long-term efficacy of such treatment is less stable.
Objectives:
Understand the effectiveness of different treatments targeted at changing oppositional behavior in school-aged youth
Examine the efficacy of counseling for school-aged youth with ODD and whether counseling approaches improve long term outcomes
Description: Providing intervention services to students with emotional-behavioral difficulties (EBD) in the educational setting can be challenging and typically requires collaboration among a number of individuals. The authors used an A-B single-case research design to examine the effectiveness of a check-in/check-out intervention with peer monitoring on the behavior of an elementary student with EBD when using a high school student as a peer monitor. Findings indicated that both students benefited from the intervention.
Objectives:
Explore the check-in/check-out (CICO) intervention with peer-monitoring.
Review the effectiveness of the check-in/check-out (CICO) intervention with elementary students experiencing emotional-behavioral difficulties.
Description: Without intervention, children’s externalizing behaviors tend to worsen over time and increase the risk that they will experience future problems. The authors used a single-case research design with 6 Caucasian boys in kindergarten and 1st grade to measure the effectiveness of Adlerian play therapy on children’s classroom behaviors. The results revealed an improvement in the children’s behavior during and after the intervention, suggesting that Adlerian play therapy is a promising intervention for children’s externalizing classroom behaviors.
Objectives:
Explore the effectiveness of Adlerian play therapy on children’s classroom behaviors.
Review the results of a single-case research design study which suggests Adlerian play therapy as promising intervention for children.
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
In this webinar, Kimberly N. Frazier, Ph.D., LPC, LMFT, NCC, presents an overview of childhood trauma. She provides examples of trauma and its impact and symptomology in children. Types of treatment and important factors for clinicians are discussed. Dr. Frazier is an assistant professor of Counselor Education at Texas A&M Corpus Christi. She has published articles on cultured centered counseling with young children populations and families, and on the use of culturally based counseling with children and families experiencing trauma and crisis.
Provide an overview of the Childhood Trauma by Kimberly N. Frazier, Ph.D., LPC, LMFT, NCC.
Provide examples of trauma, impact and symptomology in children.
Discuss types of treatment and important factors for clinicians.
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
Source: Partners in Play: An Adlerian Approach to Play Therapy, third edition by Terry Kottman and Kristin Meany-Walen
Description: Play therapy is usually used as an intervention approach for working with young children who lack the abstract verbal abilities to articulate their difficulties clearly enough to receive support and assistance from counselors. Play therapy seems to work with children experiencing a broad range of difficulties. It can also be used as a modality to help older children, adolescents, and adults who would benefit from a fun, nonthreatening, creative expressive arts form of therapy.
Objectives:
Examine the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties.
Explore the rationale behind play therapy, the types of clients who are appropriate for play therapy, and different approaches used in play therapy.
Description: Twenty-one clinical trials were synthesized using a random effects model substantiating that counseling generally produces a medium effect in treating conduct disorder in youth at termination (d+ = .30-.57; k = 28). However, the lasting effects at follow-up were unclear because few follow-up studies (k = 13) have been conducted (d+ = -.53 - .58), and only two randomized controlled follow-up studies were located. No effects of moderating variables were evident, and implications for counseling practice and outcome research were addressed.
Objectives:
Examine the efficacy of counseling in reducing conduct disorder symptoms in school-age youth.
Analyze the duration of symptom reduction in youth diagnosed with conduct disorder following treatment termination
Natalie Rogers, daughter of the late Carl Rogers, wrote, “What is creative is frequently therapeutic. What is therapeutic is frequently a creative process.” Expressive arts foster emotional healing, resolve inner conflict, and awaken individual creativity. Come learn creative techniques that foster stronger helping relationships, expedite the counseling process, and deepen the level of the therapeutic work. Leave with 25 ideas to use immediately.
Learning Objectives:
Attendees will witness how to clarify broad or abstract client problems and articulate the concerns more concretely and quickly using a creative expression approach
Using the phrases “show me,” “tell me,” and “help me understand” attendees will learn a framework for problem conceptualization
Participants will leave with 25 techniques for assisting clients in therapeutic expression
