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
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.
Source: Partners in Play: An Adlerian Approach to Play Therapy, third edition by Terry Kottman and Kristin Meany-Walen
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
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
This interactive, hands-on session will offer play therapists examples of limit setting and application to adequately address challenging behaviors that arise during play therapy. The presenters will provide a combination of discussion, demonstration, and video clips to review issues that may arise as well as how to set limits based on three popular play therapy theoretical models. Additionally, attendees will have the opportunity to discuss challenges they face in the playroom regarding limit setting.
Learning Objectives:
Attendees will be able to identify situations in which it is appropriate to set limits
Attendees will be able to set limits based on several theoretical models
Attendees will be able to adequately set limits to promote safety and self-control for clients
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
Using experiential techniques can assist us in delving deeper into supervisee concerns allowing us to develop a growth-oriented supervisory relationship. This training is designed to highlight the usefulness of experiential techniques within the supervisory relationship. Attendees will explore several techniques designed to bring creativity to supervision, deepen supervisee self-awareness, and address supervision issues.
Learning Objectives:
Participants will engage in discussion about their own supervisory style and needs of their supervisees, and identify areas in which supervisees struggle to support client issues
Participants will discuss and review several expressive techniques that can be adapted to fit their supervision style and supervisee population to best respond to client needs.
Participants will understand several techniques that can be applied immediately to different aspects of the supervisory relationship.
Millions of families in the United States, children included, endure profound disruption due to the deportation of one or more family members. Potential consequences of fear of parental deportation will be discussed followed by an introduction to several creative interventions that may be helpful in working with children of undocumented parents. Implications for counselors, counselor educators and researchers will also be included.
Learning Objectives:
Gain a general understanding of the potential familial, marital, financial, and psycho-social consequences of fear of parental deportation on children.
Learn about implications and recommendations for working with immigrant children affected by deportations.
Learn about creative interventions that may be useful in helping children impacted by fear of parental deportation.
