| Series |
Counseling and therapy in video, volume 2
|
| Abstract |
Lecture one deals with issues related to the commencement of the counselling process. These include joining with parents or carers, gathering background information about the case, joining with the child, and confidentiality. The lecture includes information about the use of those counselling micro-skills which are particularly relevant for counselling children. This lecture also includes a description of the use of miniature animals for joining with a child and enabling them to talk, and for helping the counsellor to obtain information about both the child and their family. |
| Abstract |
This lecture begins by discussing the differences between projective and symbolic techniques. Practical examples are included when describing the differences. The main body of the lecture deals with sand tray work. Practical issues, including the selection of symbols, and the construction of a suitable sand tray are discussed. Ways to use symbols in a sand tray to join with a young child and to help them to share their story with regard to a particular problem or events that may be causing them distress are discussed. A specific example involving a child who has experienced a traumatic event is described. Later in the lecture the skill of observation is discussed in some detail. This includes instructions about what to look for when observing the child's play, the child's developmental level, and the child's compositions and arrangements in the sand tray. The discussion also includes observation of the child's choice of symbols, the child's emotional presentation, and themes that develop during the sand tray work. The use and importance of observation to give feedback to the child so that the child will continue to tell their story is discussed. |
| Abstract |
This lecture begins by reiterating the value of using feedback statements as an alternative to asking questions when counselling children. The lecture then continues by looking at the following strategies: the fruit tree exercise to help the child improve their perception of themselves, challenging unhelpful beliefs to encourage the child to employ more useful thinking processes, the comic strip exercise to help the child choose between adaptive and maladaptive behaviours, the monster-in-me activity to help a child interrupt a tendency to engage in acting out behaviour, and the "stop-think-do" process to help older children interrupt a tendency to engage in unhelpful behaviours. |
| Abstract |
This lecture uses a case study to illustrate the Sequentially Planned Integrative Counselling for Children model and to explain how this therapeutic model can be used to guide the counselling process. The model offers a practice framework for counsellors and describes how to help the child tell their story, get in touch with, release, and express emotions, and then change their self-image, thinking and behaviour. Additionally, this lecture demonstrates how to use clay to help a child to get in touch with, release, and express emotions. The lecture also includes discussion of resistance and how to manage resistance so that the child is likely to continue to work usefully within the counselling process. |
| General note | Originally released as DVD. |
| General note | Title from resource description page (viewed Apr. 29, 2011). |
| Spec. audience char. |
For professional psychology therapists and psychology students. |
| Reproduction note | Electronic reproduction. Alexandria, VA : Alexander Street Press, 2011. (Counseling and therapy in video). Available via World Wide Web. |
| Language | English. |
| Genre/form | Educational. |
