counselling 2 Flashcards
What is the key difference between counselling adults and children
That key difference is that children often struggle to express what they really need from counselling or formulate what the goals should be.
Level 1 Goals
Level 1 Goals – Fundamental goals
These goals apply to all children.
* Enable the child to deal with painful emotions
* Enable the child to reach some level of congruence with thoughts, emotions and behavior
* Enable child to feel good about themselves. Self esteem
* Enable the child to accept their limitations and strengths
* Enable the child to change unhealthy behaviour or behaviour that has negative consequences.
* Maximise opportunity for child to pursue developmental milestones.
* Promoting general wellbeing
Level 2 Goals –
Level 2 Goals – The parents’ goals
Goals are set by the parents when they bring their child into therapy. Generally related to the parents agenda and are based on the child’s behaviour which they would like extinguished.
Level 3 Goals
Level 3 Goals – Counsellor goals
During the counselling process, the counsellor will develop a hypothesis about why the client is behaving in a particular way, drawn from information from their own experience and psychology.
Level 4 Goals
Level 4 Goals – Childs Goalds
These goals emerge during the therapy session and are the childs own goals, although they may sometimes be unable to verbalise the issue. These goals are based on what the child brings up and may sometimes match level 2 or 3 goals.
Whats the overall goals for the counselling session?
Therefore, the overall goals for counselling session should precedence the childs level 4 goals, while attending to the parents level 2 and the counsellors level 3 goals. When these are followed, level one goals will be automatically achieved.
What are desirable attributes for a child counsellor
1) Congruent: Child needs to perceive the relationship as trustworthy, safe, grounded, genuine, consistent and stable.
2) Intouch with their own inner child: Accessing our inner child doesn’t being childish or regressing, it means getting in touch with the part of ourselves that fits comfortably with a child’s world.
3) Accepting: By being accepting, the child can respond without filter or fear of judgement, and explore the darker or shadow side of themselves.
4) Emotionally detached: If a counsellor becomes too involved, the counsellor may become distressed by the painful material the child is sharing. Children will find it hard to cope with a crying counsellor. A counsellor generally should not verbally or non-verbally give a child affirmation in connection with the childs issues or desires. This sets the child up to say and do things that will please the counsellor rather than encouraging to be authentic. Validate the experiences. However, this does not mean being lifeless
Early pioneers Sigmund Freud:
Developed psychoanalytic psychotherapy including the following concepts: unconscious processes, defence mechanisms, id, ego, super ego, resistance, free association, transference, and psychosexual development
What is abraham Maslows Pyramid of needs?
Top: Need for self actualization – as the highest level
Need for achievement of self esteem
Need for love and belonging
Need for safety
Psychological needs e.g. food, water, rest, air
What is the SPICC model?
The Sequentially Planned Integrative Counselling for Children (SPICC) model draws on theoretical concepts and practical strategies from variety of well established psychotherapeutic approaches. These include, Client-Centred counselling, Psychodynamic Psychotherapy, Gestalt Therapy, Narrative Therapy, CBT, and Behaviour therapy
What is the SPICC model?
The SPICC model draws on theoretical concepts and practical strategies from variety of well established psychotherapeutic approaches. These include, Client-Centred counselling, Psychodynamic Psychotherapy, Gestalt Therapy, Narrative Therapy, CBT, and Behaviour therapy
Phase 1 Process | Modality | Outcome
Phase 1 | Child joins with counsellor | Client Centred Therapy | Sharing the story helps the child to begin to feel better
Phase 2 Process | Modality | Outcome
Phase 2 | The child continues to tell their story – Childs awareness of issues increases – Child gets in touch with emotions and may experience some catharsis – child deals with deflection and resistance | Gestalt Therapy | Raised awareness enables the child to clearly identify issues, get in touch with and release strong emotions
Phase 3 Process | Modality | Outcome
Phase 3 | The child develops a different perspective or view of themselves | Narrative Therapy | Reconstructing and thickening the childs preferred story enhances their self-perception
Phase 4 Process | Modality | Outcome
Phase 4| The child deals with self-destructive beliefs | CBT | Challenges unhelpful thoughts and thinking processes produce behaviour change
