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This practicum addressed the problem that many inner city elementary students dealt with on a daily basis. The objectives were to increase the students' ability to express their grief, concentrate on class work, and to decrease their wanting to hurt others because they felt angry or hurt. The writer administered a questionnaire to teachers and parents, consulted with teachers and parents, and developed and supervised a grief counseling program for students. The overall results of the practicum were positive with 91% of the elementary students being able to express their feelings about grief to a very high level. Further analysis indicated that 90% of the parents increased the overall time they spent with their children, so the students expressed their grief more often with their parents. Also, 70% of the teachers reported an overall decrease in students' initiating fights with their peers when they felt angry about a relative's death. The grief counseling experiences were positive for all of the students, parents, and participating teachers. The initial, individual consultations with teachers set the stage for a cooperative partnership between the teachers, students, and writer. (Author)

This practicum addressed the problem that many inner city elementary students dealt with on a daily basis. The objectives were to increase the students' ability to express their grief, concentrate on class work, and to decrease their wanting to hurt others because they felt angry or hurt. The writer administered a questionnaire to teachers and parents, consulted with teachers and parents, and developed and supervised a grief counseling program for students. The overall results of the practicum were positive with 91% of the elementary students being able to express their feelings about grief to a very high level. Further analysis indicated that 90% of the parents increased the overall time they spent with their children, so the students expressed their grief more often with their parents. Also, 70% of the teachers reported an overall decrease in students' initiating fights with their peers when they felt angry about a relative's death. The grief counseling experiences were positive for all of the students, parents, and participating teachers. The initial, individual consultations with teachers set the stage for a cooperative partnership between the teachers, students, and writer. (Author)

This practicum addressed the problem that many inner city elementary students dealt with on a daily basis. The objectives were to increase the students' ability to express their grief, concentrate on class work, and to decrease their wanting to hurt others because they felt angry or hurt. The writer administered a questionnaire to teachers and parents, consulted with teachers and parents, and developed and supervised a grief counseling program for students. The overall results of the practicum were positive with 91% of the elementary students being able to express their feelings about grief to a very high level. Further analysis indicated that 90% of the parents increased the overall time they spent with their children, so the students expressed their grief more often with their parents. Also, 70% of the teachers reported an overall decrease in students' initiating fights with their peers when they felt angry about a relative's death. The grief counseling experiences were positive for all of the students, parents, and participating teachers. The initial, individual consultations with teachers set the stage for a cooperative partnership between the teachers, students, and writer. (Author)

This practicum addressed the problem that many inner city elementary students dealt with on a daily basis. The objectives were to increase the students' ability to express their grief, concentrate on class work, and to decrease their wanting to hurt others because they felt angry or hurt. The writer administered a questionnaire to teachers and parents, consulted with teachers and parents, and developed and supervised a grief counseling program for students. The overall results of the practicum were positive with 91% of the elementary students being able to express their feelings about grief to a very high level. Further analysis indicated that 90% of the parents increased the overall time they spent with their children, so the students expressed their grief more often with their parents. Also, 70% of the teachers reported an overall decrease in students' initiating fights with their peers when they felt angry about a relative's death. The grief counseling experiences were positive for all of the students, parents, and participating teachers. The initial, individual consultations with teachers set the stage for a cooperative partnership between the teachers, students, and writer. (Author)

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Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children's Support Group are three evidence-based practices described. Implications for schools counselors are provided to help integrate research findings and practice.

This paper considers the efficacy of utilizing the elementary school community as a therapeutic support system for children who have experienced severe stressors. Schools are in an advantageous position of recognizing the presence of pathology in children. The school setting is most demanding of all situations in which children generally are involved and a considerable degree of integration is necessary for healthy functioning. The paper presents the cases of four children who have experienced extreme stressors. In case one, the child has experienced the death of a sibling; in case two, there has been a change in custody following divorce; in case three, the child's mother has been incarcerated; and case four is a burn victim. In each of the four cases, the supportive system of the family was disturbed. The paper concludes that in keeping with the mission of schools to develop the whole child, increasing attention will need to be given to the disruptive forces outside the classroom that are stressors in the lives of school children. (Contains 107 references.) (JDM)

221 pages.  April 2025.  Includes bibliography.   Objectives:  To assess the impact and effectiveness of implementation strategies for mental health and substance use screening and counseling for children and adolescents in primary care as recommended by the United States Preventive Services Task Force and Bright Futures Periodicity Schedule.

The value and importance of creative activities and play opportunities in play therapy is reviewed and discussed. Play therapy is considered to be part of the non-directive client-centered approach to counseling developed by Carl Rogers. The importance of giving the child the opportunity to play out his feelings and explore his thoughts and experiences is stressed. The counselors role in this situation is defined as being an indirect participant, providing recognition and reflection of the child's feelings. Two types of playrooms and their suggested contents are presented. A way of integrating this method into an elementary public school through a program of workshop training classroom teachers in techniques of play therapy is proposed. The method is adaptable to the classroom through creative activities, and the recognition of the feelings of the child by the therapist-teacher in a manner by which the child can gain insight into his behavior is discussed. (Author)

Includes bibliographical references and index

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

This digest familiarizes counselors with the four major types of child maltreatment: neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect. A definition is provided for each, along with relevant symptoms and statistics. The subsequent discussion focuses on identifying maltreatment and on counseling abused children. Since counseling alone cannot ensure the safety of a maltreated child, a team approach involving social workers, medical personnel, counselors, and educators is recommended. (TE)

This volume was digitized and made accessible online due to deterioration of the original print copy.

This paper introduces a model of multicultural competence targeted at school counselors who work or may work with gifted and talented children. The model is designed as an extension of the Multicultural Counseling Competence framework (Sue, D. W., 2001). The present model outlines three competencies believed to be important to efficacious counseling with culturally diverse children identified as gifted and talented: 1) counselor awareness of one's attitudes, assumptions, and biases about gifted and talented children; 2) understanding the characteristics of, and issues faced by gifted and talented children, and 3) developing appropriate interventions and strategies for counseling gifted and talented children. (Contains 1 table.)

THE PURPOSE OF THIS STUDY WAS TO CONDUCT AN EXPERIMENTAL TEST OF TWO SOCIAL MODEL COUNSELING PROCEDURES WHICH CAN BE USED BY SCHOOL COUNSELORS TO ASSIST SHY ELEMENTARY STUDENTS IN LEARNING HOW TO PARTICIPATE MORE EFFECTIVELY IN CLASS DISCUSSIONS. THE STUDY SOUGHT TO DETERMINE WHICH OF TWO TYPES OF MODEL PRESENTATIONS (FILM OR AUDIOTAPE) WOULD BEST PROMOTE SUBJECT RECALL OF THOSE BEHAVIORS AND SUGGESTIONS WHICH THE SOCIAL MODEL SOUGHT TO PROMOTE. A 16MM SOUND FILM OF A COUNSELING INTERVIEW BETWEEN A BEHAVIORAL COUNSELOR AND A SHY TEN-YEAR-OLD MALE STUDENT WAS SCRIPTED, FILMED, AND EDITED. A TAPE RECORDING OF THE FILM'S SOUND TRACK WAS THE AUDIO MODEL. AFTER INTRODUCING AND PLAYING THE FILM OR AUDIO TAPE, THE COUNSELOR ASKED A TOTAL OF 548 FOURTH, FIFTH, AND SIXTH GRADE CHILDREN TO RESPOND TO A QUESTIONNAIRE. CONTENT RECALL FOR THE FILM, AS COMPARED WITH THE TAPE, WAS SIGNIFICANTLY GREATER FOR GIRLS ONLY. THE PRESENTATION TYPE DID NOT SIGNIFICANTLY AFFECT THE DEGREE TO WHICH SUBJECTS INDICATED THEY WOULD USE THE MODEL'S SUGGESTIONS FOR SUCH A PROBLEM, OR SUBJECT PERCEPTION OF THE MODEL COUNSELING AS REAL RATHER THAN STAGED. A GREATER PERCENTAGE OF FEMALES IDENTIFIED WITH THE MODEL'S PROBLEM IN THE FILM PRESENTATION. SUBJECTS VIEWING THE FILM MODEL A WEEK AFTER HEARING THE AUDIO TAPE IMPROVED SIGNIFICANTLY IN THE AMOUNT OF CONTENT RECALL. THIS SPEECH WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION, CHICAGO, ILLINOIS, FEBRUARY, 1968. (PS)

THE PURPOSE OF THIS STUDY WAS TO CONDUCT AN EXPERIMENTAL TEST OF TWO SOCIAL MODEL COUNSELING PROCEDURES WHICH CAN BE USED BY SCHOOL COUNSELORS TO ASSIST SHY ELEMENTARY STUDENTS IN LEARNING HOW TO PARTICIPATE MORE EFFECTIVELY IN CLASS DISCUSSIONS. THE STUDY SOUGHT TO DETERMINE WHICH OF TWO TYPES OF MODEL PRESENTATIONS (FILM OR AUDIOTAPE) WOULD BEST PROMOTE SUBJECT RECALL OF THOSE BEHAVIORS AND SUGGESTIONS WHICH THE SOCIAL MODEL SOUGHT TO PROMOTE. A 16MM SOUND FILM OF A COUNSELING INTERVIEW BETWEEN A BEHAVIORAL COUNSELOR AND A SHY TEN-YEAR-OLD MALE STUDENT WAS SCRIPTED, FILMED, AND EDITED. A TAPE RECORDING OF THE FILM'S SOUND TRACK WAS THE AUDIO MODEL. AFTER INTRODUCING AND PLAYING THE FILM OR AUDIO TAPE, THE COUNSELOR ASKED A TOTAL OF 548 FOURTH, FIFTH, AND SIXTH GRADE CHILDREN TO RESPOND TO A QUESTIONNAIRE. CONTENT RECALL FOR THE FILM, AS COMPARED WITH THE TAPE, WAS SIGNIFICANTLY GREATER FOR GIRLS ONLY. THE PRESENTATION TYPE DID NOT SIGNIFICANTLY AFFECT THE DEGREE TO WHICH SUBJECTS INDICATED THEY WOULD USE THE MODEL'S SUGGESTIONS FOR SUCH A PROBLEM, OR SUBJECT PERCEPTION OF THE MODEL COUNSELING AS REAL RATHER THAN STAGED. A GREATER PERCENTAGE OF FEMALES IDENTIFIED WITH THE MODEL'S PROBLEM IN THE FILM PRESENTATION. SUBJECTS VIEWING THE FILM MODEL A WEEK AFTER HEARING THE AUDIO TAPE IMPROVED SIGNIFICANTLY IN THE AMOUNT OF CONTENT RECALL. THIS SPEECH WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION, CHICAGO, ILLINOIS, FEBRUARY, 1968. (PS)

THE PURPOSE OF THIS STUDY WAS TO CONDUCT AN EXPERIMENTAL TEST OF TWO SOCIAL MODEL COUNSELING PROCEDURES WHICH CAN BE USED BY SCHOOL COUNSELORS TO ASSIST SHY ELEMENTARY STUDENTS IN LEARNING HOW TO PARTICIPATE MORE EFFECTIVELY IN CLASS DISCUSSIONS. THE STUDY SOUGHT TO DETERMINE WHICH OF TWO TYPES OF MODEL PRESENTATIONS (FILM OR AUDIOTAPE) WOULD BEST PROMOTE SUBJECT RECALL OF THOSE BEHAVIORS AND SUGGESTIONS WHICH THE SOCIAL MODEL SOUGHT TO PROMOTE. A 16MM SOUND FILM OF A COUNSELING INTERVIEW BETWEEN A BEHAVIORAL COUNSELOR AND A SHY TEN-YEAR-OLD MALE STUDENT WAS SCRIPTED, FILMED, AND EDITED. A TAPE RECORDING OF THE FILM'S SOUND TRACK WAS THE AUDIO MODEL. AFTER INTRODUCING AND PLAYING THE FILM OR AUDIO TAPE, THE COUNSELOR ASKED A TOTAL OF 548 FOURTH, FIFTH, AND SIXTH GRADE CHILDREN TO RESPOND TO A QUESTIONNAIRE. CONTENT RECALL FOR THE FILM, AS COMPARED WITH THE TAPE, WAS SIGNIFICANTLY GREATER FOR GIRLS ONLY. THE PRESENTATION TYPE DID NOT SIGNIFICANTLY AFFECT THE DEGREE TO WHICH SUBJECTS INDICATED THEY WOULD USE THE MODEL'S SUGGESTIONS FOR SUCH A PROBLEM, OR SUBJECT PERCEPTION OF THE MODEL COUNSELING AS REAL RATHER THAN STAGED. A GREATER PERCENTAGE OF FEMALES IDENTIFIED WITH THE MODEL'S PROBLEM IN THE FILM PRESENTATION. SUBJECTS VIEWING THE FILM MODEL A WEEK AFTER HEARING THE AUDIO TAPE IMPROVED SIGNIFICANTLY IN THE AMOUNT OF CONTENT RECALL. THIS SPEECH WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION, CHICAGO, ILLINOIS, FEBRUARY, 1968. (PS)

THE PURPOSE OF THIS STUDY WAS TO CONDUCT AN EXPERIMENTAL TEST OF TWO SOCIAL MODEL COUNSELING PROCEDURES WHICH CAN BE USED BY SCHOOL COUNSELORS TO ASSIST SHY ELEMENTARY STUDENTS IN LEARNING HOW TO PARTICIPATE MORE EFFECTIVELY IN CLASS DISCUSSIONS. THE STUDY SOUGHT TO DETERMINE WHICH OF TWO TYPES OF MODEL PRESENTATIONS (FILM OR AUDIOTAPE) WOULD BEST PROMOTE SUBJECT RECALL OF THOSE BEHAVIORS AND SUGGESTIONS WHICH THE SOCIAL MODEL SOUGHT TO PROMOTE. A 16MM SOUND FILM OF A COUNSELING INTERVIEW BETWEEN A BEHAVIORAL COUNSELOR AND A SHY TEN-YEAR-OLD MALE STUDENT WAS SCRIPTED, FILMED, AND EDITED. A TAPE RECORDING OF THE FILM'S SOUND TRACK WAS THE AUDIO MODEL. AFTER INTRODUCING AND PLAYING THE FILM OR AUDIO TAPE, THE COUNSELOR ASKED A TOTAL OF 548 FOURTH, FIFTH, AND SIXTH GRADE CHILDREN TO RESPOND TO A QUESTIONNAIRE. CONTENT RECALL FOR THE FILM, AS COMPARED WITH THE TAPE, WAS SIGNIFICANTLY GREATER FOR GIRLS ONLY. THE PRESENTATION TYPE DID NOT SIGNIFICANTLY AFFECT THE DEGREE TO WHICH SUBJECTS INDICATED THEY WOULD USE THE MODEL'S SUGGESTIONS FOR SUCH A PROBLEM, OR SUBJECT PERCEPTION OF THE MODEL COUNSELING AS REAL RATHER THAN STAGED. A GREATER PERCENTAGE OF FEMALES IDENTIFIED WITH THE MODEL'S PROBLEM IN THE FILM PRESENTATION. SUBJECTS VIEWING THE FILM MODEL A WEEK AFTER HEARING THE AUDIO TAPE IMPROVED SIGNIFICANTLY IN THE AMOUNT OF CONTENT RECALL. THIS SPEECH WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION, CHICAGO, ILLINOIS, FEBRUARY, 1968. (PS)

Took place at San Francisco State College, August 1968.  Three-week project whose focus was on children who have at least one severe impairment of a sensory, emotional or physical nature in addition to blindness. The institute was concern with a multi-disciplinary approach studying children who were not admitted by local schools due to the severity of multiple handicaps.

As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for young children (ages 0-5yrs) and offer pedagogical suggestions for advancing the profession of counseling with this population. The authors articulate new roles for counselors and provide a framework for foundational counseling research in this area.

As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for young children (ages 0-5yrs) and offer pedagogical suggestions for advancing the profession of counseling with this population. The authors articulate new roles for counselors and provide a framework for foundational counseling research in this area.

As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for young children (ages 0-5yrs) and offer pedagogical suggestions for advancing the profession of counseling with this population. The authors articulate new roles for counselors and provide a framework for foundational counseling research in this area.

As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for young children (ages 0-5yrs) and offer pedagogical suggestions for advancing the profession of counseling with this population. The authors articulate new roles for counselors and provide a framework for foundational counseling research in this area.

As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for young children (ages 0-5yrs) and offer pedagogical suggestions for advancing the profession of counseling with this population. The authors articulate new roles for counselors and provide a framework for foundational counseling research in this area.

A bibliography of 41 abstracts concerns itself with psychotherapy and counseling of the mentally, aurally, and visually handicapped, and also provides information on the emotionally disturbed and the physically handicapped. Included are a subject and author index, information on using the bibliography, and information on ordering the entire collection or individual documents. (JM)

This guide on counseling abused children was written to help counselors meet the needs of children and adolescents and to provide ways of working with the child's family. Chapter 1 presents an overview of child maltreatment by identifying types of maltreatment (neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect) and discussing concerns for the counselor. Chapter 2 describes approaches a counselor may use to identify and assess child maltreatment, including interviewing children, adolescents, and parents; identifying signs of maltreatment; recognizing parental indicators of the potential for maltreatment; and recognizing interactional indicators. Chapter 3 concerns reporting maltreatment and protecting the child. This chapter addresses the issues of confidentiality and liability and explains the investigation that may take place after a report is made. The fourth chapter discusses a team approach to counseling abused children and describes a comprehensive approach to helping families. Chapter 5 discusses counseling the individual child, chapter 6 describes counseling abused children in groups, and chapter 7 concerns counseling abusive parents. References and a list of resources for counselors are included. (NB)

This guide on counseling abused children was written to help counselors meet the needs of children and adolescents and to provide ways of working with the child's family. Chapter 1 presents an overview of child maltreatment by identifying types of maltreatment (neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect) and discussing concerns for the counselor. Chapter 2 describes approaches a counselor may use to identify and assess child maltreatment, including interviewing children, adolescents, and parents; identifying signs of maltreatment; recognizing parental indicators of the potential for maltreatment; and recognizing interactional indicators. Chapter 3 concerns reporting maltreatment and protecting the child. This chapter addresses the issues of confidentiality and liability and explains the investigation that may take place after a report is made. The fourth chapter discusses a team approach to counseling abused children and describes a comprehensive approach to helping families. Chapter 5 discusses counseling the individual child, chapter 6 describes counseling abused children in groups, and chapter 7 concerns counseling abusive parents. References and a list of resources for counselors are included. (NB)

This guide on counseling abused children was written to help counselors meet the needs of children and adolescents and to provide ways of working with the child's family. Chapter 1 presents an overview of child maltreatment by identifying types of maltreatment (neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect) and discussing concerns for the counselor. Chapter 2 describes approaches a counselor may use to identify and assess child maltreatment, including interviewing children, adolescents, and parents; identifying signs of maltreatment; recognizing parental indicators of the potential for maltreatment; and recognizing interactional indicators. Chapter 3 concerns reporting maltreatment and protecting the child. This chapter addresses the issues of confidentiality and liability and explains the investigation that may take place after a report is made. The fourth chapter discusses a team approach to counseling abused children and describes a comprehensive approach to helping families. Chapter 5 discusses counseling the individual child, chapter 6 describes counseling abused children in groups, and chapter 7 concerns counseling abusive parents. References and a list of resources for counselors are included. (NB)

This guide on counseling abused children was written to help counselors meet the needs of children and adolescents and to provide ways of working with the child's family. Chapter 1 presents an overview of child maltreatment by identifying types of maltreatment (neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect) and discussing concerns for the counselor. Chapter 2 describes approaches a counselor may use to identify and assess child maltreatment, including interviewing children, adolescents, and parents; identifying signs of maltreatment; recognizing parental indicators of the potential for maltreatment; and recognizing interactional indicators. Chapter 3 concerns reporting maltreatment and protecting the child. This chapter addresses the issues of confidentiality and liability and explains the investigation that may take place after a report is made. The fourth chapter discusses a team approach to counseling abused children and describes a comprehensive approach to helping families. Chapter 5 discusses counseling the individual child, chapter 6 describes counseling abused children in groups, and chapter 7 concerns counseling abusive parents. References and a list of resources for counselors are included. (NB)

This guide on counseling abused children was written to help counselors meet the needs of children and adolescents and to provide ways of working with the child's family. Chapter 1 presents an overview of child maltreatment by identifying types of maltreatment (neglect, physical abuse, sexual abuse and exploitation, and emotional abuse or neglect) and discussing concerns for the counselor. Chapter 2 describes approaches a counselor may use to identify and assess child maltreatment, including interviewing children, adolescents, and parents; identifying signs of maltreatment; recognizing parental indicators of the potential for maltreatment; and recognizing interactional indicators. Chapter 3 concerns reporting maltreatment and protecting the child. This chapter addresses the issues of confidentiality and liability and explains the investigation that may take place after a report is made. The fourth chapter discusses a team approach to counseling abused children and describes a comprehensive approach to helping families. Chapter 5 discusses counseling the individual child, chapter 6 describes counseling abused children in groups, and chapter 7 concerns counseling abusive parents. References and a list of resources for counselors are included. (NB)