Counseling 448: Intervention and Advocacy
with Children
Rosemary A. Thompson, Ed.D., LPC, NCC, NCSC
Spring 2004
Friday, 4:15-7:00 p.m.
Course description (catalogue)
This
course will provide an overview of how human services counselors assist
children in a variety of settings.
Emphasis will be placed on advocacy, supportive work, and short-term
crisis intervention. The social,
emotional, and cognitive needs of youth will also be addressed
Purpose
·
To review the normal developmental stages and developmental
tasks of childhood.
·
To understand stressors, buffers, and the dynamics of
resiliency in at-risk youth.
·
To delineate social, emotional, and cognitive deficits
manifested in dysfunctional behavior. To develop an appreciation and deep
respect for children and their families.
·
To develop attitudes and skills necessary for effective
advocating for children.
·
To develop and design psychoeducational group interventions
for children.
·
To understand how to implement basic therapeutic skills with
children and their families.
·
To become comfortable working with children in a therapeutic
relationship.
·
To understand the factors involving a therapeutic
relationship and their applications in a variety of contexts - school, community,
or agency.
·
To know and understand additional factors integral to the
therapeutic relationship such as consultation with parents and teachers.
·
To be aware of the ethical and legal issues regarding
children and the human services provider.
·
To develop one's own style of helping through introspective
individual appraisal.
·
To develop skills at leading or facilitating various
psychoeducational group activities.
Course competencies
·
State one's view of helping with regard to children.
·
Provide sources of personal gain to the helper from engaging
in the helping process.
·
Describe the essential nature of helping in terms of need
fulfillment and responsible independence.
·
Provide three dimensions of a helping process with children,
i.e., to enhance their social, emotional, and cognitive skills.
·
Differentiate counseling intentions, interventions and
therapeutic factors.
·
Develop a cognitive map of one's helping process when
counseling children.
·
List ten principles for referral of helpers to other persons
or agencies.
·
List steps for building or renewing a support system.
·
Describe one's own helping theory in relation to the needs
of children.
·
Describe solution focused counseling.
·
Describe multimodal interventions with children.
Required Textbooks:
Nurturing an Endangered Generation:
Empowering Youth with Critical Social, Emotional, and Cognitive Skills
Author: Rosemary A. Thompson
Taylor & Francis Publishers,
e-Mail: bkorders@taylorandfrancis.com
Helping Youth Think Better, Feel
Better, Relate Better: A Skillbook
to Maximize Human Potential
Author: Rosemary A. Thompson
EduQuest Distributors,
757-721-1117
Course requirements
Course Requirements and Student
Responsibilities: Assignments are as follows:
1.
PERSONAL PROFILE: Provide the following
information:
(1) Name
and a picture of yourself (See me/See you)
(2) Address
(3) phone
number
(4) The
last four digit of your SS#
(5) Career
aspirations
(6) A
recent accomplishment:
(7) What
are your three most important goals
(8) Something
that is unique about you
We will be using these on the air to create
a distance learning community in our class.
As a helping professional we will be able to gain an understanding of
your peers and share in some of your universal goals
2.
3.
LEARNING COUNSELING AND INTERVENTION SKILLS
WITH CHILDREN. Learning to be an effective counselor with
children involves much more than assimilating effective skills. The primary objectives of this course are for
you to develop these skills along with a cognitive understanding of the
concepts and principles behind the skills.
Therefore, a major portion of the time spent in class will be devoted to
demonstration, individual assessment and feedback of counseling and the helping
process from the perspective of helping children.
4. CLASS DISCUSSION. Opportunities for reactions
and discussion of your independent readings will also be provided and included
in class participation. Focus topics
also will provide opportunities for class discussion. I encourage didactic discussion
between all of us. When you respond or
ask a question please state your name and your site. You’ll find that sharing your perspective
with others to be both a rewarding and enlightening experience.
5. Attendance
100% attendance is expected. Your presence and participation in each class
session is vital for your learning. Class attendance and participation will be
an important part of learning in this course. Students are expected to arrive
on time, attend entire class meetings, and actively participate in discussions and
demonstration activities.
A student who misses more than two classes and does
not actively contribute cannot obtain a grade of “A.” A student who misses more
than three classes, and does not actively contribute cannot obtain a grade of “B.”
A student who misses more than three classes and does not actively contribute
cannot obtain a grade of “C,” and a student who misses more than four classes
and does not actively contribute cannot obtain a grade of “D.” Exceptions will be made only with a doctor’s note.
6. Grading
The grade for this course will be determined by the
following evaluation criteria:
(1) Your performance on two tests (mid-term and
final exam-40% each = 80% total);
(2)
Evaluation of your The
Psychoeducational Life Skill Instructional Session Plan for Youth. The Psychoeducational Life Skills Session Plan = (20%).
A detailed example of this paper is provided at the end of
this syllabus. This is a practical paper
(10 pages typed and doubled spaced) that focuses on teaching children and adolescents
an important social, emotional, or cognitive such as anger management, conflict resolution, decision
making, problem solving, or assertiveness to name a few. All of these skill using the text: Helping Youth Think Better,
Feel Better, Relate Better: A Skillbook
to Maximize Human Potential. Please make a copy of your paper
for yourself.
Class meetings will include a combination of lecture,
class discussion, play therapy demonstration, workshop exercises and
psychoeducational activities. Be prepared
to participate and discuss experiential learning. Class notes will be available on
my own website: www.school-counselors.com. For the notes click on
“counselors” and to review the power point presentations after class click on
“hot topics.”
Accommodating students with special learning needs
“In accordance with university policy
students with documented sensory and/or learning disabilities should inform the
instructor so that their special needs may be accommodated.”
Honors Pledge
Each student is expected to abide by the
honor system of
“I pledge to support the honor system of
Instructor name, office location, contact information
Rosemary A. Thompson, Ed.D., NCC, LPC
Supervisor of Guidance and
Adjunct Professor Department of Educational Leadership and Counseling
Education-on campus Saturday 4:00 p.m.- 7:30 p.m. Also, available on-line anytime.
Office hours
On-line/Anytime
at thompson
@pinn.net Please do not hesitate
to contact me if you have any concerns or questions. I check my e-mail everyday. I will also be available anytime by cellular
phone 757- 619- 2984 at anytime.
Cell:
(757) 619-2984
Fax: (757) 547-1346
e-mail: rtompso@odu.edu
thompson@pinn.net (on-line anytime)
website: www.school-counselors.com
Course sequencing and pre-requisites
COUN 341: Introduction to Human Services
Counseling; COUN 343:Human Services Counseling Methods
1.
Topical
outline and Reading Requirements
Presentation Notes
(Note: Subject to change by the professor)
- Helping Youth Think Better, Feel Better, Relate
Better 1/16/04
- &
- Enhancing Life Skills 1/23/04
- &
- Developmental Stages and Significant Stressors to
Child Development 1/30/04
- &
- Fostering Resilience in Children 2/6/04
- Meeting the Mental Health Needs of Children 2/13/04
- &
- The influence of the Media on Children
2/20/04
- &
- Intervention Needs for Exceptional Populations
2/27/04
- Mid-term Examination 3/5/04
- Spring Break 3/12/04
- Coping with Grief and Loss: Implications for
Children and Adolescents 3/19/04
- &
- Children and Families: Nurturing and Dysfunctional Aspects
3/26/04
- &
- Children and Divorce: Intervention and Advocacy for Children
4/02/04
- &
- Using Puppets and Play Therapy with Children 4/9/04
- Children in Step Families; Interventions and Advocacy for Children
4/16/04
- &
- Counseling Intervention Techniques Appropriate
for Children 4/23/03
- Final Examination 4/30/04
______________________________________________________________
Example of a
Psychoeducational Life Skill Paper
The Requirements for the Paper involves two
components:
(1) Identify
a population that you want to work with from your textbook (e.g.,
Underachieving children, depressed children, substance abusing children,
children who have unintended pregnancies, children who are violent or need
conflict resolution skills, abused children, or a population of your own
choosing).
Do some research on the latest
statistics on this population and identify the skills that they need.
(2) Then
follow the Life Skill Remediation Model below and compile your simulation for
your targeted population, i.e., what skill and follow the six steps listed
below:
The skill repertoire of youth and adults can be enhanced
using a Psychoeducational Life Skills Remediation Model. Teaching a life skill group session follows a six-step learning model: (1) teach an overview of the
skill; (2) model the skill for participants; (3) discuss the skill that was
modeled and how it can be used in daily life;(4) practice the skill by role
playing;(5) provide group feedback to participants to reinforce positive
aspects of the role play; and (6) assign ownwork to practice applying the skill
outside of the group.
Modeling, feedback, role-playing, instruction, situation
logs, and ownwork assignments are used to reinforce desired behavior. The term "ownwork" is used rather
than homework to reinforce one's own responsibility for changing behavior. The term homework is often associated with
isolated drudgery. The Psychoeducational Life Skill Remediation Model is a more
comprehensive and systematic approach to the remediation and enhancement of
interpersonal and intrapersonal effectiveness. It is practiced in a group
setting and involves a combination of cognitive and experiential components.
This comprehensive
skill delivery system emphasizes a psychoeducational life skill remediation
model to is provided by a counselor where: (a) the client's difficulties are
seen as gaps in knowledge or experiences rather than viewing maladaptive
behavior through a deficit lens; and (b) the client is active in the design of
his or her life skill development and management plan. An experiential group approach rather than a didactic
one-on-one approach have continued to demonstrate to be the most successful way
to diminish self-defeating behavior, particularly among youth. The
instructional psychoeducational intervention techniques are derived from social
learning theory. Social skills are
acquired primarily through learning (e.g., by observing, modeling, rehearsing, and providing feedback) and are maximized
through social reinforcement (e.g., positive responses from one’s social
environment). Essentially, social,
emotional, and cognitive skill deficits social can be remedied through direct
instruction, and modeling. Behavioral rehearsal and coaching reinforce
learning. Clients need these prerequisite skills to defeat dysfunctional
behaviors and enhance their resiliency during stressful events.
The Psychoeducational Life Skill
Intervention Process
The psychoeducational group leader assumes the role of director,
teacher, model, evaluator, encourager, motivator, facilitator, and protector.
Role playing within the Psychoeducational Life Skill Intervention Model provides opportunities: (1) to try out
rehearse and practice new learning in a safe setting; (2) to discover how
comfortable new behaviors can become; (3) to assess which alternative actions
work best; and (4) to practice and repractice new learning by reality
testing. Essentially, intellectual
insight alone is not sufficient to change self-defeating behavior, nor can an
isolated didactic dialogue between client and therapist serve to integrate new
social, emotional, or cognitive skills into the client's behavioral repertoire.
Role-playing is a fundamental force of self-development
and interpersonal learning.
A Demonstration of the Six Step
Process to the Psychoeducational Life Skill Intervention Model
Steps are outlined according to what the group leader should
say and do to help youth integrate social, emotional, and cognitive skills into
his/her behavioral repertoire. Training
sessions are a series of action-reaction sequences in which effective
skill behaviors are first rehearsed (role-play), and then critiqued (feedback). Groups should be small (6-10) members; with
gender and races mixed) and should cover one skill in one or two sessions. Every member of the group role-plays the
given skill correctly at least once.
Role-playing is intended to serve as behavioral rehearsal or practice
for future use of the skill. Further, a
hypothetical future situation rather than a reenactment of the past event
should be selected for role-playing.
The Role of Group Leader as Director of the
Psychoeducational Life Skill Process:
STEP 1: Present
an overview of the social, emotional, or cognitive skill. This is considered the
instructional portion of the process. An instructional vignette (5-10 minutes)
is presented to teach the social, emotional or cognitive skill. Introduction to the benefits of the skill in
enhancing relationships, as well as, the pitfalls for not learning the skill is
also presented. The following are
suggested instructional overviews for the social skill of assertiveness:
Social Literacy Skill:
“Understanding Your Assertive Rights”
We all have right:
·
To decide how to lead your life.
·
To express thoughts, actions, and feelings.
·
To have your own values, beliefs, opinions and emotions.
·
To tell others how you wish to be treated.
·
To say, I don't know, I don't understand.
·
To ask for information or help.
·
To have thoughts, feelings, and rights respected
·
To be listened, heard, and taken seriously
·
To ask for what is wanted
·
To make mistakes
·
To ask for more information
·
To say no without feeling guilty
·
To make a decision to or not to participate
·
To be assertive without regrets
Social Literacy Skill:
Components of Assertiveness
Very often, people
who are aggressive do not have within the interpersonal repertoire to express
themselves assertively. There are
essentially six attributes that are specific to assertiveness:
·
Self-awareness: a developed knowledge of one’s goals, aspirations,
interpersonal and intrapersonal behavior and the reasons for them. Realize
where changes are needed and believe in your rights.
·
Self-acceptance: Self-awareness acknowledges one’s own particular
strengths and weakness.
·
Honesty: Congruency between verbal and nonverbal thoughts,
feelings, actions, and intentions.
·
Empathy: Sensitivity and acceptance of other’s feelings,
behavior, and actions, i.e., to be able to walk in the other
person’s shoes.
·
Responsibility: Assuming ownership for thoughts, feelings, actions,
needs, goals, and expectations.
·
Equality: Accepting another person as equal with a willingness
to negotiate with their needs, wants, or desires.
• Next, ask a question to help the members define the skill
in their own.
Use language, such as:
"Who can define
assertiveness?
What does being assertive mean to you?"
“How is assertiveness different from
aggressiveness?”
• Make a statement about what will follow the modeling of
the skill.
"After we see the examples of the skill, we will talk
about how you can use the skill."
• Distribute skill cards and asks a member to read the
behavioral steps aloud
• Ask members to follow each step as the skill is modeled
STEP 2: Model the behavior following the steps listed on a
flipchart or chalkboard.
Moving
into the experiential component, the leader models for the group members what
he or she considers to be appropriate mastery of the skill. This enables group
members to visualize the process. The model can be live demonstration or
simulation media presentation. Identify
and discuss the steps:
Social Literacy Skill: Assertiveness
Lack of
assertiveness is one reason why conflicts occur in relationships. To foster understanding and cooperation
rather than resentment and resistance:
1.
Be
direct. Deliver your message directly to
the person with whom you are in conflict with (not to a second party, i.e.,
avoid the “he said”, “she said” trap).
2.
Take
ownership for your message. Explain that
your message comes from your point of view.
Use personalized “I statements” such as “I don’t agree with you” rather
than “You’re wrong.”
3.
State
what you want, think, and feel as specifically as possible. Preface statements
with:
“I have a need.”
“I want to…”
“Would you consider…?”
“I have a different opinion, I
think that…”
“I don’t want you to…”
“I
have mixed reactions for these reasons…”
First, concretely describe
the other person's behavior.
Then, describe objectively
how the other person's actions have affected you.
Next, accurately describe
your feelings… “I feel…”