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The elements of counseling children and adolescents / / Catherine Cook-Cottone, PhD, Laura M. Anderson, PhD, Linda Kane, MEd, LMHC
| The elements of counseling children and adolescents / / Catherine Cook-Cottone, PhD, Laura M. Anderson, PhD, Linda Kane, MEd, LMHC |
| Autore | Cook-Cottone Catherine P. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | New York, NY : , : Springer Publishing Company, , [2019] |
| Descrizione fisica | 1 online resource (180 pages) |
| Disciplina | 158.3083 |
| Soggetto topico |
Children - Counseling of
Teenagers - Counseling of Counseling |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8261-6214-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910511427003321 |
Cook-Cottone Catherine P.
|
||
| New York, NY : , : Springer Publishing Company, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The elements of counseling children and adolescents / / Catherine Cook-Cottone, Linda S. Kane, Laura M. Anderson
| The elements of counseling children and adolescents / / Catherine Cook-Cottone, Linda S. Kane, Laura M. Anderson |
| Autore | Cook-Cottone Catherine P. |
| Pubbl/distr/stampa | New York : , : Springer Publishing Company, , 2015 |
| Descrizione fisica | 1 online resource (153 p.) |
| Disciplina | 158.3083 |
| Soggetto topico |
Children - Counseling of
Teenagers - Counseling of Counseling |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8261-3004-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Foreword; Preface; A Text Born from Necessity; Knowledge and Practical Skills Presented in an Accessible Format; Welcome; Acknowledgments; Share The Elements of Counseling Children and Adolescents; Chapter One: Setting the Stage; 1. Initial Contact; 2. Respect Caregivers and Family Members in the Process; 3. The First Appointment; 4. Share Your Background; 5. Explain Counseling; 6. Provide an Overview of Guidelines; 7. Address Confidentiality and Privacy; A. Privacy Between Child and Caregiver; B. Privacy Rule
8. Begin to Explore the Client's Story and Create Counseling Goals9. Create a Developmentally Accommodating Office Space; 10. Be on Time; 11. Individualize Counseling; 12. Meet Your Client's Age and Developmental Level; 13. Developmental Framework; 14. Address Resistance, Create a Working Alliance; 15. See the Big Picture; Summary and Discussion Questions; References; Chapter Two: The Processes of Counseling With Children and Adolescents; 16. Reflect First (Content, Feeling, and Meaning); 17. Focus on Feeling; 18. Summarize; 19. Reflect the Process; 20. Speak Briefly 21. Allow and Use Silence22. Use Open-Ended Questions; 23. Confront Effectively and With Care; 24. Use Developmentally Appropriate Language; 25. Be Concrete; 26. Match the Strategy or Technique to Processing Level; 27. When Words Fail, Draw or Play; 28. Use Stories and Metaphors; Summary and Discussion Questions; References; Chapter Three: Strategies for Assisting Self-Awareness and Growth; 29. Reflect and Give Time for Processing (Do and Do Not Do); 30. Avoid Giving Advice; 31. Avoid Relying on Questions; 32. Listen Carefully to the Words Used; 33. Focus on the Client 34. Pay Attention to Nonverbals35. Ground Feelings in the Body and Teach Distress Tolerance; 36. Pause and Reflect Themes/Enumerate Topics; 37. Use a Problem-Solving Model; 38. Set Clear, Measureable Goals; Summary and Discussion Questions; References; Chapter Four: Misconceptions and Assumptions; 39. Do Not Assume That Change Is Simple; 40. Academic Developmental Level Does Not Equal Emotional Developmental Level; 41. Agreement Does Not Equal Empathy; 42. Avoid Moral Judgments; 43. Saying They Understand Does Not Mean That They Understand 44. You Can't Assume That You Know (Feelings, Thoughts, and Behaviors)45. Do Not Assume That You Know How Clients React to Their Feelings, Thoughts, and Behaviors; 46. Do Not Assume That All Interventions Will Be Safe or Appropriate for All Clients; 47. Positive and Rational Thinking Are Not the Same; Summary and Discussion Questions; References; Chapter Five: A Brief Introduction to Evidence-Based Practice and Contemporary Interventions; 48. Be Familiar With Limitations of ESTs With Children and Adolescents; 49. Practicewise Clinical Decision-Making Support 50. Contemporary Psychotherapy Interventions With Children and Adolescents |
| Record Nr. | UNINA-9910463602703321 |
|
Cook-Cottone Catherine P.
|
||
| New York : , : Springer Publishing Company, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The elements of counseling children and adolescents / / Catherine Cook-Cottone, Linda S. Kane, Laura M. Anderson
| The elements of counseling children and adolescents / / Catherine Cook-Cottone, Linda S. Kane, Laura M. Anderson |
| Autore | Cook-Cottone Catherine P. |
| Pubbl/distr/stampa | New York : , : Springer Publishing Company, , 2015 |
| Descrizione fisica | 1 online resource (133 pages) |
| Disciplina | 158.3083 |
| Soggetto topico |
Children - Counseling of
Teenagers - Counseling of Counseling |
| ISBN |
0826130046
9780826130044 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Chapter 1 Setting the state -- 1: Initial contact -- 2: Respect caregivers and family members in the process -- 3: The first appointment -- 4: Share your background -- 5: Explain counseling -- 6: Provide an overview of guidelines -- 7: Address confidentiality and privacy -- 8: Begin to explore the client's story and create counseling goals -- 9: Create a developmentally accommodating office space -- 10: Be on time -- 11: Individualize counseling -- 12: Meet your client's age and developmental level -- 13: Developmental framework -- 14: Address resistance, create a working alliance -- 15: See the big picture
Chapter 2: The processes of counseling with children and adolescents -- 15: Reflect first (content, feeling, and meaning) -- 17: Focus on feeling -- 18: Summarize -- 19: Reflect the process -- 20: Speak briefly -- 21: Allow and use silence -- 22: Use open-ended question -- 23: Confront effectively and with care -- 24: Use developmentally appropriate language -- 25: Be concrete -- 26: Match the strategy or technique to processing level -- 27: When words fail, draw or play -- 28: Use stories and metaphors Chapter 3: Strategies for assisting self-awareness and growth -- 29: Reflect and give time for processing (do and do not do) -- 30: Avoid giving advice -- 31: Avoid relying on questions -- 32: Listen carefully to the words used -- 33: Focus on the client -- 34: Pay attention to nonverbals -- 35: Ground feelings in the body and teach distress tolerance -- 36: Pause and reflect themes/enumerate topics -- 37: Use a problem-solving model -- 38: Set clear, measurable goals Chapter 4: Misconceptions and assumptions -- 39: Do not assume that change is simple -- 40: Academic developmental level does not equal emotional developmental level -- 41: Agreement does not equate empathy -- 42: Avoid moral judgements -- 43: Saying they understand does not mean that they understand -- 44: You can't assume that you know (feelings, thoughts, and behaviors) -- 45: Do not assume that you know how clients react to their feelings, thoughts and beaviors -- 46: Do not assume that all interventions will be safe or appropriate for all clients -- 47: Positive and rational thinking are not the same Chapter 5: A brief introduction to evidence-based practice and contemporary interventions -- 48: Be familiar with limitations of ESTs with children and adolescents -- 49: Practicewise clinical-decision making support -- 50: Contemporary psychotherapy interventions with children and adolescents -- 51: Consider integrative approaches Chapter 6: Crisis intervention, mandated reporting, and related issues -- 52: Develop crisis-intervention skills -- 53: Learn and understand grief, loss, and trauma -- 54: Become literate in mandated reporting -- 55: Refer carefully Chapter 7: Knowing and caring for yourself as a counselor -- 56: Begin with self-awareness -- 57: Get the support and supervision you need -- 58: Have good boundaries -- 59: Engage in a consistent practice of self-care. |
| Record Nr. | UNINA-9910788083403321 |
|
Cook-Cottone Catherine P.
|
||
| New York : , : Springer Publishing Company, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The elements of counseling children and adolescents / / Catherine Cook-Cottone, Linda S. Kane, Laura M. Anderson
| The elements of counseling children and adolescents / / Catherine Cook-Cottone, Linda S. Kane, Laura M. Anderson |
| Autore | Cook-Cottone Catherine P. |
| Pubbl/distr/stampa | New York : , : Springer Publishing Company, , 2015 |
| Descrizione fisica | 1 online resource (133 pages) |
| Disciplina | 158.3083 |
| Soggetto topico |
Children - Counseling of
Teenagers - Counseling of Counseling |
| ISBN |
0826130046
9780826130044 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Chapter 1 Setting the state -- 1: Initial contact -- 2: Respect caregivers and family members in the process -- 3: The first appointment -- 4: Share your background -- 5: Explain counseling -- 6: Provide an overview of guidelines -- 7: Address confidentiality and privacy -- 8: Begin to explore the client's story and create counseling goals -- 9: Create a developmentally accommodating office space -- 10: Be on time -- 11: Individualize counseling -- 12: Meet your client's age and developmental level -- 13: Developmental framework -- 14: Address resistance, create a working alliance -- 15: See the big picture
Chapter 2: The processes of counseling with children and adolescents -- 15: Reflect first (content, feeling, and meaning) -- 17: Focus on feeling -- 18: Summarize -- 19: Reflect the process -- 20: Speak briefly -- 21: Allow and use silence -- 22: Use open-ended question -- 23: Confront effectively and with care -- 24: Use developmentally appropriate language -- 25: Be concrete -- 26: Match the strategy or technique to processing level -- 27: When words fail, draw or play -- 28: Use stories and metaphors Chapter 3: Strategies for assisting self-awareness and growth -- 29: Reflect and give time for processing (do and do not do) -- 30: Avoid giving advice -- 31: Avoid relying on questions -- 32: Listen carefully to the words used -- 33: Focus on the client -- 34: Pay attention to nonverbals -- 35: Ground feelings in the body and teach distress tolerance -- 36: Pause and reflect themes/enumerate topics -- 37: Use a problem-solving model -- 38: Set clear, measurable goals Chapter 4: Misconceptions and assumptions -- 39: Do not assume that change is simple -- 40: Academic developmental level does not equal emotional developmental level -- 41: Agreement does not equate empathy -- 42: Avoid moral judgements -- 43: Saying they understand does not mean that they understand -- 44: You can't assume that you know (feelings, thoughts, and behaviors) -- 45: Do not assume that you know how clients react to their feelings, thoughts and beaviors -- 46: Do not assume that all interventions will be safe or appropriate for all clients -- 47: Positive and rational thinking are not the same Chapter 5: A brief introduction to evidence-based practice and contemporary interventions -- 48: Be familiar with limitations of ESTs with children and adolescents -- 49: Practicewise clinical-decision making support -- 50: Contemporary psychotherapy interventions with children and adolescents -- 51: Consider integrative approaches Chapter 6: Crisis intervention, mandated reporting, and related issues -- 52: Develop crisis-intervention skills -- 53: Learn and understand grief, loss, and trauma -- 54: Become literate in mandated reporting -- 55: Refer carefully Chapter 7: Knowing and caring for yourself as a counselor -- 56: Begin with self-awareness -- 57: Get the support and supervision you need -- 58: Have good boundaries -- 59: Engage in a consistent practice of self-care. |
| Record Nr. | UNINA-9910809854103321 |
|
Cook-Cottone Catherine P.
|
||
| New York : , : Springer Publishing Company, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||