Counseling Children and Young People - Coursework Example

Running Head: Counseling Children and Young People Counseling Children and Young People Name Course Lecturer Date 1.0 Introduction Simply put, counseling is the process of offering advice and supportive guidance for people with personal problems. To seek counseling is to ask for advice, help and guidance of someone else’s by talking regarding what’s wrong and receiving assistance to obtain solutions to the predicament (Ranawaka & Dewaraja, 2006 ). Expressing personal difficulties and bad feelings, helps people know how to manage them in the right manner. On the other hand, counselors are trained professionals to listen attentively and vigilantly to other people’s issues without condemning or judging. Counselors in this case support their clients and help them to able to make constructive decisions for themselves (Booth & O`Brien, 2008). According to Booth and O`Brien (2008), topics of counseling in children and young people are varied and have different aspects. Counseling and psychotherapy are at times used interchangeably. For all intents and purposes, counseling is a type of therapy intended for psychological, emotional, and relationship matters. The first step in is to realize counseling is based on erecting a trusting relationship between the two parties; counselor and the client. Trust will make sure clients talk about their experiences, while counselors make sense of them. 2.0 Children and Young People Related Issues Flitton and Buckroyd (2005), observes that as children grow, they bump into stressful circumstances which may cause them have emotional or behavioral intricacies. Moreover, traumatic and difficulty experiences can result to negative effects on children and young people. In turn, these children could act out with unsuitable or problem behavior, become anxious or withdraw for what appears like no cause at all. Some of the difficulty issues and life circumstances includes; family relationships, bereavement or loss, bullying, and so on. These experiences in turn, results to the following children and young people related issues among others (Flitton & Buckroyd, 2005); Emotional and behavioral problems Numeracy and literacy problems Anxiety Low self-esteem Self injury Loneliness Eating disorders, Depression 3.0 Benefits of counseling to children and young people Counseling young people and children is incredibly essential. These individuals are helped in developing a positive attitude towards life, discover their strengths as well as know how to express themselves freely and in the right manner (Størksen et al, 2006). On the other hand, counseling will not involve dictating or making decisions for the child, enforcing beliefs on the clients, or even preaching. For best result from counseling sessions, the counselor may decide to provide counseling to children and young people on their own, or it may be provided as family counseling, where family members or other adults are available (McConnell & Sim, 2007). 4.0 Counseling for Children Flitton and Buckyord (2005), notes that when children develop unethical behaviors, they may be stigmatized, sacpegoated, and even pathologized by family members. Unfortunately, children are unskilled in talking and reasonably address whatever emotional issues they are having through dialogue with others. Moreover, children may not as well be willing to talk about their issues during the counseling process by believing to face negative consequences should they disclose sensitive issues. For that reason, the counselor must be very careful to first build a strong bond of trust with the child. Secondly, the counselor must contract with parents in the child’s presence to make it clear that parents approve the child’s engagement with the counselor. Consequently, children counselors must have appropriate theoretical and practical training and background to ensure the child feels confident ion in talking about the troubling issues freely (Geldard & Geldard, 2008). 4.1 Contracting with parents The family counselor discusses with the parents of a possibility of having individual counseling sessions for the child, with a member of the entire team acting as the counselor (Danby et al, 2009). After this, the issue of confidentiality is addressed. What is needed to remain secret will be agreed upon, while what the counselor must disclose to the child’s parents is advised as well. Thus, the counselor ought to discuss with the child on how, what, and when the information is released to others. In addition, both negative and positive consequences of sharing information are explored to ensure that the child understands what to expect. The timing and surrounding conditions of disclosure are also looked at avoid any anxiety from the child, and so that they feels a sense of control over the process (Geldard & Geldard, 2008). 4.2 Use of plays During counseling, media, symbols and activities can be used during the counseling of children in regard to relations issues. These may include; puppets, play that are pretend or imaginative among other things. When these are engaged appropriately, they can be very helpful. Thus, a play therapy room which is well equipped is a prerequisite. From this, the child can engage in crafting stories in relation to family by use of puppets and dolls. By use of dress up materials, children will role-play members of the family (McConnell & Sim, 2007). 4.3 Employ Counseling skills specifically for children To engage the child, to makes sure they talk about the troubling issues, that are causing a changed behavior and relations to others, appropriate counseling skills, specifically for child must be employed. As established above, use of media and allowing the child to take part in particular activities are vital skills (McConnell & Sim, 2007). 4.4 Instructing the child On deciding on what activity they would like to engage in, the children then given instructions that are clear on the manner to use the media. Failure to provide clear instructions may lead to confusion in the child, causing the therapeutic session not be any useful (McConnell & Sim, 2007). 4.5 Structuring the counseling session Once a relationship between the child and the counselor is intact, the child may not know the next step. The counselor is therefore required to let the child know the available alternatives. Giving the child choices makes them have a sense of control concerning the situation. Directing the children makes enables them feel secure and safe. Once their confidence and trust is in place, the counselor employs various counseling skills in helping the child (Geldard & Geldard, 2008). 5.0 Counseling Skills for Children 5.1 Observation While actively engaged in the media activities, it is advisable for the counselor not interrupt the child’s process, but rather observe. Observing the behavior, motor skills, speech, moods, language, intellectual skills, and relationship with the counselor, provide important information. The counselor is able to understand the child’s emotional state, behavior, and thinking (Geldard & Geldard, 2008). 5.2 Statements making For the child to feel the counselor is engaged to their activities, the counselor should sit near and match the child’s body language. Intermittently, the counselor may offer some comment on what they are observing. This can be done through engaging statements, such as asking the child why they look sad when they do a certain thing in their activity, which help the child articulate their feelings and activity (Geldard & Geldard, 2008). 5.3 Listening actively Just like the use of matching body language such as reflections, summarizing, or small responses means active listening in counseling adult clients, the same tactic can be used with children. However, these must used very sufficiently and cautiously to show the child that the counselor is interested in whatever they are saying or even doing (Danby et al, 2009). 5.4 Questions use These must be restricted and used only when very necessary, to ensure the child take their own method of talking the intended issues, and not rely on the counselor to ask more and more questions. In counseling, questions leads a child into a specific direction which may hinder them from disclosing the troubling issues (Booth & O`Brien, 2008). 6.0 Counseling for Young People One of the most complex developmental stage young people go through is entering and going through adolescent stage. Young people falls in the phase of life referred to as adolescence, where are neither young children nor are they adults, rather, they are transiting from childhood to adulthood. Earlier as young children, parents always take control of one`s life and make decisions for them (Dunne et al, 2000). On the other hand, young people are given a chance to individuate, make own decisions, as well as taking responsibilities for own life. However, young people lack experience and maturity to confront new circumstances. Geldard and Geldard (2008), observes that young people are especially confronted by the challenge of maintaining, and adapting relationship changes with others. Generally, young people challenges emerge from a bid to establish own individuality, peer pressure problems, and how to sustain positive relations in the company of others. This paper will engage in a proactive approach to counseling young people. This is important considering that young people are reluctant to openly express and talk about their personal issues. In this regard, a counselor must involve authentic client –counselor relationship, and typical adolescent communication, as well as including an individual counseling for the person in addition to family counseling. Moreover, when dealing with young people, constructive thinking and existentialist philosophy are appropriate. Proactive approach is matches young peoples` development stages (Geldard & Geldard, 2008). 6.1 Symbolic strategies This method of counseling involves the use of things to keep the young people enthusiastic, engaged and interested during the process of counseling. The counselor may use rituals, metaphors, symbols, among others tactics. This strategy appeals to young people as it challenges their cognitive skills of use of imagery and abstraction. Thus, symbolic tactic help young people disclose information which would be rather difficulty to talk about (Geldard & Geldard, 2008). 6.2 Creative strategies This involves use of imaginations, art, journals, and role-play among other tactics. According to Geldard and Geldard (2008), in conveying and expressing themselves, adolescent use artistic methods. Choosing a creative activity suiting the ability, needs, and interests of the person attract their personal involvement. In creative strategies should be given careful attention to read thoughts, attitudes, emotional feelings and beliefs emerging during the processes (Flitton & Buckroyd, 2005). 6.3 Cognitive behavioral strategies The cognitive tactic challenges insolence and beliefs that are self destructive. This process involves the question when and how. Counselor`s self disclosure to the client improves the two parties relationship. 6.4 Parenthesis Young people`s conversations always seems to digress from the main topic, shift to something else, then return to the main topic. By diverting, they can deal with new ideas without necessarily putting having to hold them. Thus, a counselor may begin by talking on emotionally hurting issues, divert to less disturbing, after which the counselor can indulge them in more troubling issues again and gradually (Flitton & Buckroyd, 2005). Otherwise, if they were pressurized to talk about the emotional troubling issues continually, they will stop the dialogue altogether. Danby et al (2009), 2008 asserts that digression is a normal behavior in adolescent that is essential for counseling process. 6.6 Normalizing Bearing in mind young persons` limited experience with life; they may not understand what is termed a normal in life. That’s why young people mainly believe they are different from other people which end up destroying their self esteem. Normalizing is employed when the counselor explains that in this stage of life it is normal for the young person to desire to individuate, and it is normal for the parents to resist the same, thus so degree of differences is almost inventible. Once this is attained, adolescents become stable making them willing to take the counseling process (Geldard & Geldard, 2008). 7.0 Conclusion Conclusively, counseling is the process of offering advice and supportive guidance for people with personal problems. When it comes to children and young children further care, caution and right strategies, and skills are necessitated to ensure, these delicate people get the intended help. Conclusively, child counseling necessitate a counselor with theoretical background that is extremely sound, one who has undergone practical training with the supervision of qualified counselor and one with experience for children. The counseling constitutes use of media, activities, and effective counseling skills to attain intended results. In addition, instructing the child clearly makes them secure in knowing what is expected of them. Though there is a parental and ethical limits to confidentiality, every child also need a certain level of privacy, in order to be free to talk on certain issues. On the other hand, counseling young people is one of the most sensitive process, considering there adolescent status. Thus, an authentic close relationship between the young person and the counselor is paramount. Counselors, ought to match the clients communication style, address their development needs, appropriate self disclosure, normalizing, and joining adolescents digression are key counseling skills to employ while handling young people. References Booth, R. &. (2008). An Holistic Approach for Counsellors: Embracing Multiple Intelligences. International Journal for the Advancement of Counselling, Volume: 30, Issue: 2. , Pages: 79-92. Danby, S. B. (2009). When 'listeners can't talk' : Comparing Active Listening in Opening Sequences of Telephone and Online Counselling. Canberra: University of Queensland. Dunne, A. T. (2000). Adolescent Males' Experience of The Counselling Process. Journal of Adolescence, Volume: 23, Issue: 1. , Pages: 79-93. Flitton, B. &. (2005 ). Counselling Children and Young People Who Attend a School for Children With Complex Needs: A Case Study. Counselling Psychotherapy Research, Volume: 5, Issue: 2 , Pages: 131-137. Geldard, K. &. (2008). Counselling Children: A Practical Introduction (3rd edn). London: SAGE. McConnell, R. A. (2007). Adjustment to Parental Divorce: An Examination of The Differences Between Counselled and Non- Counselled Children. British Journal of Guidance Counselling, Volume: 27, Issue: December 2011. , Pages: 245-257. Ranawaka, d. &. (2006 ). Tsunami Counselling Project of The Sri Lanka National Institute of Professional Counsellors. International Congress Series, Volume: 1287 , Pages: 79-81. Størksen, I. R. (2006). Adolescent Adjustment and Well-being: Effects of Parental Divorce and Distress. Scandinavian Journal of Psychology, Volume: 47, Issue: 1. , Pages: 75-84. Read More