Counseling Young People - Essay Example

Counseling young people Many transitional changes occur during one’s lifetime and it is important to understand human development across the life span. These changes can be physical, emotional, or cognitive. The transition from childhood to adulthood is a crucial period in the development of the individual. All transitions have their moments of difficulty and their particular crises, but no period is so complicated and so confusing for individuals as adolescence. They are no longer children, but they are not yet adults. Adolescents always seem to be caught between the expectations and judgments of their parents, friends, and their own self- concepts. They never quite know where they stand because their status changes so frequently. Erikson said that humans develop throughout their life span, while Freud said that our personality is shaped by the age of five. Erikson developed eight psychosocial stages that humans encounter throughout their life. 1. Stage One - from birth to one, marked by the conflict between trust and mistrust; 2. Stage Two - from one to around two, marked by autonomy versus doubt; 3. Stage Three - from three to six, marked by feelings of initiative versus inadequacy; 4. Stage Four - corresponding to Freuds latency period, is marked by industry versus inferiority; 5. Stage Five - adolescence, marked by a conflict between identity versus confusion; 6. Stage Six - early adulthood, marked by intimacy versus isolation; 7. Stage Seven - later adulthood, marked by generativity versus stagnation; 8. Stage Eight - marked by fulfillment versus despair. The first stage, Trust vs. Mistrust, occurs from approximately birth to one year. Erikson (1950) defined trust as an essential trustfulness of others as well as a fundamental sense of ones own trustworthiness. He thought that an infant who gets fed when he is hungry and comforted when he needs comforting will develop trust. He also said that some mistrust is necessary to learn to discriminate between honest and dishonest persons. If mistrust wins over trust in this stage, the child will be frustrated, withdrawn, suspicious, and will lack self-confidence. The second stage, Autonomy vs. Shame & Doubt, occurs between ages two and three. During this period it is important that the parents create a supportive atmosphere in which the child can develop a sense of self-control without a loss of self-esteem. Shame and doubt about the childs self-control and independence occur if basic trust was insufficiently developed or was lost such as when the childs will is broken by an over controlling parent. In this stage, Erikson said the child encounters rules, such as which areas of the house he is allowed to explore. The third stage, Initiative vs. Guilt, occurs between ages four and five. This is the stage in which the child must find out what kind of person he/she is going to be. The child develops a sense of responsibility that increases initiative during this period. If the child is irresponsible and is made to feel too anxious then they will have uncomfortable guilt feelings. Erikson (1950) believed that most guilt is quickly compensated for by a sense of accomplishment. Eriksons fourth stage, Industry vs. Inferiority, occurs between six years and puberty. This is the period in which the child wants to enter the larger world of knowledge and work. One of the great events of this time is the childs entry into school. This is where he is exposed to the technology of his society, books, multiplication tables, arts and crafts, maps, microscopes, films, and tape recorders. However, the learning process does not only occur in the classroom, according to Erikson, but also at home, friends houses, and on the street. Erikson said that successful experiences give the child a sense of industry, a feeling of competence and mastery, while failure gives them a sense of inadequacy and inferiority, a feeling that one is a good-for-nothing. Components of Eriksons prior four stages contribute to the fifth stage, Identity vs. Identity Confusion. This occurs during adolescence. During this period the identity concern reaches climax. According to Erikson this is the time when adolescents seek their true selves. Eriksons sixth stage, Intimacy vs. Isolation, occurs during young adulthood. Intimacy with other people is possible only if a reasonably well-integrated identity emerges from stage five. The main concern of Eriksons seventh stage, Generativity vs. Stagnation, is to assist the younger generation in developing and leading useful lives. When the individual feels that he has done nothing to help the next generation then they experience stagnation. The final stage, Integrity vs. Despair, occurs during late adulthood. This is the time in which the individual looks back and evaluates their life. If the previous stages have developed properly then they will experience integrity. If the previous stages, have not developed in a positive way, then they will feel despair. An important aspect of development is socialization: how children learn to live within their culture and social environment. Socializing influences include parental behavior, social deprivation, sex roles, and the development of moral judgment. As children develop into adolescents, people responses to them and their expectations of them change. As they struggle to adapt to their new roles, adolescents may find that little of what they have learned so far is useful to them, that they need a whole range of feelings and behavior. In order to survive this “ identity crises” (Erikson, 1950), adolescents must discover ways to mesh their personalities and desires with society’s expectations of them. The concept of identity plays a key role in Erikson’s theory. Through the process of identity formation, we integrate our personal maturity. We identify with significant people around us. From these various models we unconsciously select certain characteristics and form a unique, organized, characteristics and well functioning identity. Let’s look at an example to see how the traits of parents serve as models for a child’s developing personality. The mother in the family is extremely affectionate and outgoing. Her husband, on the other hand, is the strong, silent type who shows very little emotion. Like most children, their son spends most of his childhood with his mother and father, and so he is influenced by their distinctive personalities. The son tends to form his own identity by integrating the personalities around him. He takes his father’s silence and his mother’s affectionate feelings and becomes outwardly undemonstrative and inwardly a generous and loving person. The integration characteristically occurs during adolescence, for it is then that individuals establish a psychological personality for themselves. According to Erikson, the actual integration process is crucial stage in achieving an independent identity. If integration is resolved, individuals are free to progress into adulthood. They have gained an awareness of who they are and a consistent commitment to their own identity. If integration is not resolved, the individual undergoes role confusion and suffers a poorly integrated personality. Winnicott has made great and lasting contributions to psychoanalytic theory, particularly in the tradition Objects Relation Theory, derived from Melanie Klein’s theories. Winnicott conceptualized the psyche of the child as developing in relation to a real, influential parent. For a child to develop a healthy, genuine self, as opposed to a false self, Winnicott felt, the mother must be a “good-enough mother” who relates to the child with “primary maternal preoccupation”. Anticipating the insights of Kohut and self- psychology, Winnicott believed that a good-enough mother allows herself to be used by the infant so that he or she may develop a healthy sense of omnipotence that will naturally be frustrated as the child matures. Winnicotts theory is especially innovative regarding his conceptualization of the psychic space between the mother and infant, neither wholly psychological or physical, which he termed the “holding environment” and which allows for the childs transition to being more autonomous. This concept of the “holding environment” led Winnicott to develop his famous theory of the “transitional object”. Winnicott felt that a failure of the mother -- the not-good-enough mother -- to provide a “holding environment” would result in a false self disorder, the kind of disorders that he saw in his practice. Winnicotts theory of “false self disorders” is uncannily similar to Lang’s description of the schizoid personality in The Divided Self. Winnicott also felt that the therapists task is to provide such a “holding environment” for the client so that the client might have the opportunity to meet neglected ego needs and allow the true self of the client to emerge. The most obvious changes that occur in adolescence are physical. Adolescents become taller and heavier. More important, they become clearly distinguishable as sexual beings. These changes appear fairly suddenly, and because they bring new social responsibilities along with them, they may be hard for adolescents to cope with. Counseling The reasons young people come to counseling or psychotherapy are as varied as people themselves. Often, young people encounter distressing or stressful experiences or situations about which theyd like to talk about in a safe setting. These might include present circumstances of bereavement, separation, or other major life transitions, or experiences from the past, such as in childhood. Others seek help in dealing with specific psychological or behavioral traits that theyd like to alter, such as compulsive thoughts or difficulties relating to people. Some people seek counseling to help them explore a general feeling that their lives are not quite right, or to cope with feelings of depression or anxiety. Still others look to counseling as part of their effort to discover or create meaning in their lives. Many people are attracted to counseling as an opportunity to undertake personal development in a safe and supportive environment, it is not at all necessary to have a “problem” to find counseling useful. People seeking general development as well as difficulties ranging from “minor niggles” to profound distress impacting all areas of life have benefited from counseling and psychotherapy. Increasingly, many people also explore personal coaching -- a service well suited to helping them re-discover their own talents, identify what is most important to them in life, and create and implement concrete plans to live the kind of life they want to live. The sudden transition and rapid physical changes that adolescents experience typically lend this period of development to be one of self-consciousness, sensitivity and concern over one’s own body changes, and excruciating comparisons between oneself and peers. Because physical changes may not occur in synchrony, adolescents may go through stages of awkwardness, both in terms of appearance and physical mobility/coordination. Unnecessary anxieties arise if adolescent girls are not informed and prepared for the menarche (the onset of menstrual periods) and adolescent males are not provided accurate information and prepared for the onset of nocturnal emissions. During adolescence, it is appropriate for youngsters to have and demonstrate a need to separate from their parents and establish their own identity. In some, this may occur with minimal reaction on the part of all involved. However, in some families, significant conflict may arise over the adolescent’s acts or gestures of rebellion and the parents needs to maintain control and have the youth continue in his or her former childhood behaviors of compliance. As adolescents pull away from parents in a search for their own identity, the peer group takes on a special significance. It may become a “safe” haven, in which the adolescent can test new ideas and compare his or her own physical and psychological growth. In early adolescence, the peer group usually consists of members of the same gender forming “cliques”, gangs, or clubs. Members of the peer group attempt to behave alike, dress alike, have secret codes or rituals, and participate in the same activities. Mental health is how people think, feel, and act as they face lifes situations. It affects how people handle stress, relate to one another, and make decisions. Mental health influences the ways individuals look at themselves, their lives, and others in their lives. Like physical health, mental health is important at every stage of life. All aspects of our lives are affected by our mental health. Caring for and protecting our children is an obligation and is critical to their daily lives and their independence. Children and adolescents can have serious mental health problems. Like adults, children and adolescents can have mental health disorders that interfere with the way they think, feel, and act. When untreated, mental health disorders can lead to school failure, family conflicts, drug abuse, violence, and even suicide. Untreated mental health disorders can be very costly to families, communities, and the health care system. “Mental Health Problems” for children and adolescents refers to the range of all diagnosable emotional, behavioral, and mental disorders. They include depression, attention- deficit/hyperactivity disorder, and anxiety, conduct, and eating disorders. Mental health problems affect one in every five young people at any given time. “Serious Emotional Disturbances” for children and adolescents refers to the above disorders when they severely disrupt daily functioning in home, school, or community. Serious emotional disturbances affect 1 in every 10 young people at any given time. Health disorders are more common in young people than many realize. Studies show that at least one in five children and adolescents have a mental health disorder. At least one in 10, or about 6 million people, have a serious emotional disturbance.¹ Biological and Environment Causes: The causes are complicated and health disorders in children and adolescents are caused mostly by biology and environment. Examples of biological causes are genetics, chemical imbalances in the body, or damage to the central nervous system, such as a head injury. Many environmental factors also put young people at risk for developing mental health disorders. Examples include: Exposure to environmental toxins, such as high levels of lead; Exposure to violence, such as witnessing or being the victim of physical or sexual abuse, drive-by shootings, muggings, or other disasters; Stress related to chronic poverty, discrimination, or other serious hardships; and The loss of important people through death, divorce, or broken relationships. Factors that create pressures for young people: Children and adolescents with mental health issues need to get help in the form of counseling as soon as possible. A variety of signs may point to mental health disorders or serious emotional disturbances in children or adolescents. One must pay attention if a child or adolescent has any of these warning signs: A child or adolescent is troubled by feelings like: Over-reacting to things. Worthless or guilty often. Anxious or worried often. Unable to get over a loss or death of someone important. Extremely fearful or having unexplained fears. Constantly concerned about physical problems or physical appearance. Frightened that his or her mind either is controlled or is out of control. Adolescents experiences big changes during transition stages, such as: Showing declining performance in school. Losing interest in things once enjoyed. Experiencing unexplained changes in sleeping or eating patterns. Avoiding friends or family and wanting to be alone all the time. Daydreaming too much and not completing tasks. Feeling life is too hard to handle. Hearing voices that cannot be explained. Experiencing suicidal thoughts. Experiences related to growing up and effects on Self-image: Poor concentration and is unable to think straight or make up his or her mind. An inability to sit still or focus attention. Worry about being harmed, hurting others, or doing something “bad”. A need to wash, clean things, or perform certain routines hundreds of times a day, in order to avoid an unsubstantiated danger. Racing thoughts that are almost too fast to follow. Persistent nightmares. Young people behaves in ways that cause problems, such as: Using alcohol or other drugs. Eating large amounts of food and then purging, or abusing laxatives, to avoid weight gain. Dieting and/or exercising obsessively. Violating the rights of others or constantly breaking the law without regard for other people. Setting fires. Doing things that can be life threatening. Killing animals. Social Pressures Social pressures are the combined pressures that are around during everyday life such as Peer Pressure, Academic Pressures and Socioeconomic Pressure. These are the ones that teens are familiar with. One may think that they have complete control over these pressures but when a situation arise their ideas may not be as clear as they are at another time. Social Pressures can be confusing and stressful. Peer Pressure Peer pressure is when you are encouraged by friends and people your own age to do something that you do not feel completely comfortable with. This often occurs in many places like, with friends, etc. Some may disagree, but Peer Pressure is not always a bad thing. It can help in many different ways. For Example, most teens get pressured into getting good grades or to push themselves to take chances and thats what we need to have in our lives. A little extra something, to help us, build our self-confidence. This Pressure can also be a bad thing. Just as it helps to push us to do well it can damage the emotional health of a person as well. For example, when you are hanging out with some friends and they begin to smoke. You know thats not a good thing but they are “Like, come on, dont worry about it, nothings going to happen to you. I do it all the time”, and they are constantly pressuring you to. You begin to feel like, well, if I dont do it they wont want to hang out with me. That’s Peer Pressure. Everywhere someone or teen is under this kind of pressure so youre not the only one. Some kids give in to peer pressure because they want to be liked, to fit in, or because they worry that other kids may make fun of them if they don’t go along with the group. Others may go along because they are curious to try something new that others are doing. The idea that “everyones doing it” may influence some kids to leave their better judgment, or their common sense, behind. The difference between good peer pressure and bad peer pressure can be summed up with a simple comparison - when it is good, you are a member of the crowd; when it is bad, you are part of a mob. Relationships Mid to late adolescence is characterized by a need to establish sexual identity through becoming comfortable with one’s own body and sexual feelings. Through friendships with members of the opposite sex, dating, and experimentation, adolescents learn to express and receive intimate or sexual advances in a comfortable manner that is consistent with internalized values. Young people who do not have the opportunity for such experiences may demonstrate difficulty in establishing intimate relationships into adulthood. Myths of Adolescents Adolescents typically demonstrate behaviors consistent with several “myths of adolescence” The first is that they are “on stage” with the attention of others constantly centered upon their appearance or actions. This preoccupation stems from the fact that adolescents spend so much time thinking and looking at themselves; it is only natural to assume that everyone else is also thinking and looking at them as well. In reality, this doesn’t occur because everyone else usually peers are too preoccupied with themselves and their own issues to be overly concerned with those of others. This normal self-centeredness may appear (especially to adults) to border on paranoia, narcissism, or even hysteria. Another “myth of adolescence” is that of the “indestructible self.” This belief feeds into ideation of “it will never happen to me, only the other person”. In this sense, “it” may represent becoming pregnant or incurring a sexually transmitted disease after having unprotected intercourse; causing an auto accident while driving under the influence of alcohol or drugs; developing oral cancer as a result of chewing tobacco; or any of the numerous adverse effects of a wide range of risk-taking behaviors. Young people need to be acutely aware of the potential dangers, including sudden death that may occur not only with regular substance abuse, but even experimental use of drugs and alcohol. Adolescents who are allowed to use or have access to firearms need to learn proper use, safety, and legal issues associated with guns. If adolescents appear to be isolated from peers, disinterested in school or social activities, or demonstrate a sudden decrease in performance related to school, work, or sports; psychological evaluation may be necessary. Many adolescents are at increased risk for depression and potential suicide due to pressures and conflicts that may arise within families of origin, school or social organizations, and intimate relationships. Advantages and Effectiveness of counseling Research evidence about the effectiveness of counseling and psychotherapy overall is relatively unambiguous. Counseling does work. Young people in their transition stages of life find hard to deal and cope with the stress and various pressures in life. Counseling young people does help in dealing with these problems. For a wide range of types of psychological distress, both subjective client reports and more objective measurements indicate that counseling and psychotherapy are effective, both in the short term and over longer time periods. For certain kinds of psychological distress, such as depression, some evidence also suggests that the benefits of counseling can interact positively with medications such as anti-depressants, in other words, counseling and medication together sometimes offer better results than either counseling or medication on their own. What is more ambiguous, however, is the research evidence on the effectiveness of specific types of counseling or psychotherapy. Overall, no one therapeutic approach stands out as offering better results than any other. At first glance, it might seem that this failure to discriminate between therapeutic approaches in terms of overall effectiveness could be attributed simply to the fact that different people will respond in their own ways to different types of counseling, if people choose the “right” or “wrong” types of therapy only by accident, this might result in particular types offering good results in some areas and bad results in others, with the overall result that no one type of counseling would stand out. Finding the right services is critical. The right services for their children, should be provided by parents and guardians: Get accurate information from hotlines, libraries, or other sources. Seek referrals from professionals. Ask questions about treatments and services. Talk to other families in their communities. Find family network organizations. Children Act 1987 An act to equalize the rights of children and amend the law relating to their status and for those purposes To amend the law relating to legitimacy and to guardianship of infants, To amend and extend the family law (maintenance of spouses and children) act 1976, in relation to certain children and To amend the law relating to maintenance, To amend the law relating to succession and other property rights, To provide for declarations of parentage and for the use of blood tests to assist in the determination of parentage, To amend the law relating to certain presumptions and evidence, To make further provision for the registration and re-registration of births and to provide for connected matters. 14 December 87 Children Act 1987 safeguards the rights of children. Every childs mental health is important. Many children have mental health problems. These problems are real, painful, and can be severe. Mental health problems can be recognized and treated. Caring families and communities working together could help. Implications and Benefits of Counseling People who undertake counseling experience general improvements in quality of life and help with specific goals or difficulties, including: Decreased defensiveness Increased ability to express themselves Improved relationships with other people Increased self-esteem Whatever their reason for seeking it out, people coming to counseling or psychotherapy find a safe and confidential environment and a supportive human being who listen to them non judgmentally and strive to understand thoughts and feelings from their own point of view. Depending on their preferred therapeutic approach, they choose to work with a counselor who offers almost no direct advice and simply supports them in their own explorations, or they may choose to work with a counselor who challenges them and teaches them particular techniques that can help them meet their goals. Again, young people particularly interested in developing and clarifying their own goals or preferences in life may also benefit from personal coaching. People from all walks of life and from all occupations come for counseling. They may be senior executives running large corporations, or they may be students or unemployed. They may be young children, or aged over 100, or anywhere in between. They may be physically healthy, or they may be suffering from a debilitating or even terminal illness. Men and women of all kinds benefit from the services provided by counselors and psychotherapists. References: Erikson, E.H. (1950) Childhood and Society. New York: Norton. Erikson, E. H. (1956) Growth and crises of the “healthy personality”. New York: Knopf. http://counsellingresource.com/counselling-service/children-intro.html http://www.smith.edu/ourhealthourfutures/socialpress.html kidshealth.org/kid/feeling/friend/peer_pressure.html http://psychematters.com/bibliographies/erikson.htm Freud, S. (1961). The ego and the id, In 3. Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 19, pp. 3- 66). London: Hogarth Press. (Original work published 1923). U.S. Department of Health and Human Services. (1999). Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Winnicott, D. (1951) "Transitional Objects and Transitional Phenomenon," Winnicott, D.W. (1962). The theory of the parent-infant relationship: further remarks., Int. J. Psychoanal., 43:238-239. Winnicott, D.W. (1957). Mother and Child. A Primer of First Relationships., New York: Basic Books, Inc Read More