Ch 8: contemporary issues Flashcards
Child adolescent counselors are encouraged to
utilize strength-based approaches; using strengths helps focus on the problem, not the individual
externalization
emphasis shifts from individual blame to strategic solution building for positive contextualized sustainable change
promotes development of success identity
Labels
it is enouraged not to use labels to define students; puts them in a box
Ecological Systems theory model (Bronfenbrenner)
the microsystem
the mesosystem
ecosystem
macrosystem
chronosystem
technosystem
microsystem
innermost circle
family, household, and school
mesosystem
tangled relationships between and among the Microsystems
ecosystem
influences actions and occurrences in the microsystem
macrosystem
holds the cultural, social, and rhythmic realm
chronosystem
refers to aspects of time and era
technosystem
refers to how technology became a virtual lifeline
brief systemic approaches to counseling allow
for the conceptualization of children “in motion” in familial-cultural systems and therefor invite larger units of study beyond viewing the student singularly
student’s complex systems are..
dynamic
multilayered
intersectional
interactional
threats to healthy youth development
suicide
mental health diagnosis
suicide
ranks as the second leading cause of death ages 10-24
symptoms include hopelessness, previous attempts, death in family, goodbye letter
mental health disorders
an increase has been shown overtime
rarely receive treatment outside of school
young child rarely get treatment for behavior issues
Commonly diagnosed mental disorders in children aged 3-17
ADHD: 9.4%
behavior problem: 7.4%
depression and anxiety: 73.8%
depression and behavior problem: 47.2%
anxiety and behavior problem: 37.9%
anxiety and depression: 32.3%
behavior problems and anxiety: 36.6%
behavior problems and depression: 20.3%
mental health first aid (chillag)
assists parents, teachers, community members, and nonmetal health individuals to sharpen their observation skills and take effective action to identify youth who may be struggling with risk factors and might be considering suicide
eustress
uneasiness or nervousness that works as a motivator
common and experienced by many
contemporary mental health considerations in adolescence
anxiety
depression
substance use
body image
abuse
self-injury
bullying
school suspensions and expulsions
sexual identity
sexual orientation
covid-19
anxiety
approximately 7% of children 3-17 experience it
group of related conditions with common symptoms (emotional and physical)
feelings of dread, tense or jumpy, irritable, pounding of heart, shortness of breath
Anxiety disorders
generalized anxiety disorder
panic disorder
phobias
characteristics of anxiety
exaggerated worry about everyday life
intense social fear
feeling of panic and sudden terror
avoidance of certain experiences
significant levels of anxiety can cause
inaction
lethargy
freezing
depression
approximately 1.9 million children in US
must experience a depressive episode lasting longer than 2 weeks to be diagnosed
symptoms of depression
changes in sleep and apetite
lack of concentration
loss of energy
lack of interest in activities
hopelessness or guilty thoughts
physical aches
suicidal thoughts
internal factors
refer to a person’s traits, feelings, and overall ability to recover
may be genetic or tied to emotional health
external factors
depict environmental events that may impact a youth’s development, such as home and family circumstances, exposure to social media, or the availability of a support network.
substance use
86% of teenagers know someone who smokes or uses drugs; 47% report having used a drug by the time they graduated high school,
contributing factor to the top three leading causes of death for youth
alchohol and substance use
body image
how individuals view their own physical appearance
can appear as a complex concept and display many different aspects of self-perception
eating disorders
when body image leads to harmful behaviors
characterized as a psychiatric illness that encompasses extreme fear of gaining weight and a strong desire to be thin
consumes the individual and impairs ability to engage in social activities
anorexia nervosa
refusal to maintain a normal body weight, characterized by 85% of expected body weight as defined by national norms
Anorexia nervosa characteristics
extreme weight loss due to restricting food intake or binge/purge eating
bulimia nervosa
a condition that reoccurs but does not happen consistently
characterized by eating large amounts of food in a short period of time, then purging the food through vomiting, excessive exercising, abusing laxatives
diagnosed 2x as after compared to anorexia
binge-eating disorder
loss of control over eating, and often an individual will eat large amounts of food in a short period of time
usually done when already full and will not attempt to purge the food
Physical effects of eating disorders
loss of energy
lower/irregular heartbeat
loss of menstruation
stomach issues
digestion issues
trouble sleeping
treatments for eating disorders
medical treatment
therapy
abuse
1 in seven children experienced abuse in the past year
self-injury
500,000 visits annually last hospitals
defined as a variety of behaviors such as cutting, burning, scraping and skin pricking
legal and ethical concerns when working with clients who self-injure
must balance confidentiality
assessment
bullying
20% of students aged 12-18 report experiencing this
decrease from 2005-2017, but prevalence rates continue to be between one and four
defined by unwanted aggressive behavior, power imbalances, and a repetition of these behaviors (can be direct or indirect)
direct bullying
occurs in the presence of the youth and may include fighting, verbal threats, or destruction of youths property
indirect bullying
occurs outside of the youths presence and may come in the form of spreading rumors, getting another person to engage in physical aggression, or excluding them from a group or activity
cyberbullying
involves the use of electronic forms of communication via phone, text, email, or webs tires to harass or harm individuals
best practices of school wide prevention programs include
comprehensive policies and procedures that foster a safe and supportive learning environment focusing on acceptance and inclusion
four steps to changing school climate to reduce the impact of bullying
- create both school and home environments of warmth
- establish firm limits against unacceptable behavior
- apply nonphysical, non hostile negative sanctions if a student breaks a rule
- expect that all adults in the school hold a responsibility for maintaining a safe and supportive school climate
other ways to create positive school climate
surveying students to determine their feelings about bullying
develop specific and clean antibullying policies
encourage students to sign a proclamation that they will not bully
key strategy to prevent bullying
emphasize empathy, kindness, character education, and social-emotional learning for child
five steps to teaching empathy in school
modeling
teaching
practicing
setting clear expectations
making school culture and climate a priority
school suspensions and expulsions
occur when students engage in behaviors that significantly violate the code of conduct
appear to negatively affect student outcomes and overall learning environment
sexual identity
how one understands oneself
sexual orientation
LGBT youth nearly 5x more likely to attempt suicide than heterosexual kids
covid-19
children thrive on routine during difficult times; need it to adjust
needs to be unified efforts on all fronts
use three “r”’s
the new 3 rs
reassurance
routines
regulation
Variables that account for positive counseling outcomes (Lambert)
the working alliance
sense of hope and expectancy
the extra therapeutic client factors (these three amount for 85% of outcomes)
15%- the theoretical approach
The relationship-isolation dilemma
though useful for connection, it may be contributing to more social isolation and less social interface
The eight domains of assets
support
empowerment
boundaries and expectations
constructive use of time
commitment to learning
positive values
social competencies
positive identity
external assets
support
empowerment
boundaries and expectations
constructive use of time
internal assets
commitment to learning
positive values
social competencies
positive identity
