therapeutic relationships 1

A child’s or adolescent’s disruptive behaviors can be challenging for a counselor. Disruptive behaviors can interrupt the counseling process, and they often signify the existence of emotions a child or adolescent is unable to express verbally. Some prospective child and adolescent counselors may be ill-equipped to manage disruptive behaviors or recognize that the behaviors are symptomatic of an issue or disorder. This lack of knowledge may elicit a non-therapeutic response from a counselor, which can damage the development of a therapeutic relationship. A therapeutic relationship is vital in order to counsel children and adolescents effectively.

For this Application Assignment, review the Disruptive Behaviors media and select a particular child or adolescent with a disruptive behavior. Consider how the counselor developed and inhibited the therapeutic relationship with the child or adolescent during the counseling sessions.

The assignment (3–5 pages) is in two parts:

• Select one child or adolescent with a disruptive behavior reflected in the media.

Part One

• Critically analyze the less effective counseling session with the child or adolescent with the disruptive behavior you selected.
• Explain one goal the counselor was attempting to accomplish in the counseling approach and why.
• Explain one way this counseling approach is less effective and why.
• Explain one error the counselor made that inhibited the development of a therapeutic relationship and why.

Part Two

• Critically analyze the effective counseling session with the child or adolescent with the disruptive behavior you selected.
• Explain one goal the counselor was attempting to accomplish in the counseling approach and why.
• Explain one way the counseling approach was effective and why.
• Explain two skills the counselor possessed that promoted the development of a therapeutic relationship and why.

References:

• Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.
  • Chapter 6 “Attention-Deficit/Hyperactivity Disorder”
  • Chapter 16 “Disruptive, Impulse-Control, and Conduct Disorders”

• Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-friendly approaches with challenging youth(2nd ed.). Alexandria, VA: American Counseling Association.
  • Chapter 3, “Resistance Busters: Quick Solutions and Long-Term Strategies”
  • Chapter 7, “Ecological Theory and Parent Education Strategies”
• Cochran, J. L., Cochran, N. H, Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy, 19(3), 130–143.
  Retrieved from the Walden Library databases.
• Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37(1), 215–237.
  Retrieved from the Walden Library databases.
• Powers, C. J.. & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behaviour in early elementary school. Developmental Psychology, 49(6), 1174–1186.

The transcript of the adolescent I selected is attached

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