Assignment 1 Directions (22.113 KB)
Assignment 1 Rubric (31.933 KB)
Directions:
This is your opportunity to illustrate your competency and ability to apply accurate counseling skills and strategies that you have learned in module 1 and 2 of the Cook-Cottone, et al., textbook.
For each prompt, develop a concise reaction that is informed from your understanding of the textbook content.
Prompts:1. (2 points). What are the most essential aspects that need to be covered during the first session with a child-client?
2. (5 points). Provide a concise dialogue of how you would explain your confidentiality practices to a parent. Within your dialogue, ensure you use prudent practices that you have learned from chapter 1, the module 1 presentation, and your own research regarding policies in your state.
3. (10 points). Using the insight gleaned from chapter 1, what are some of the developmental factors to keep in mind when working with children at each developmental level? What can you adjust for each developmental level, in the counseling setting? Which developing level would you be most effective in working with, and why? What developmental level might be challenging or less desirable for you to work with and why?
4. (5 points). Diversity comes in many forms. Counselors should strive to maintain awareness and develop cultural sensitivity and competencies. In the article from module 1 reading, AMCD Multicultural Counseling Competencies, what competency do you need to further develop? What tangible action steps can you take to nurture that competency? What people group might be challenging for you to serve and why? What counseling practices would you employ to handle this challenge?
5. (4 points). In chapter 1 of our textbook, topic, See The Big Picture, the experts point out that counselors should discern the differences between problems that are displayed during childhood and adolescence, versus “adult” problems that have earlier onset and are persistent across the life span. Summarize four learning points from the section of the book, that are relevant to understanding the differences between adolescent behavior, and adult-onset disorders.
6. (12 points). Relevant to chapter 2, good metaphors should be simple, concrete, relevant to the focus of the therapeutic work, and, relate to objects or events that the child is familiar with.
For each of the two metaphoric frameworks below, develop a counselor-generated metaphor to be used with a child client (age 12 or younger) to promote problem solving, explore relationships, to practice self-control or to increasing awareness.
Provide the age of the client, gender, and briefly explain the issue you are addressing with the metaphor; also describe the goal you want to accomplish using the metaphor. Then develop a narrative that described the way you would use the metaphor with your client.
A The traffic light: can be used in different ways and can, for example, provide a simple sequence to help children develop problem solving skills. Red means stop and define the problem. Amber means get ready and explore alternative solutions with green being the time to choose a solution and to go and try it out and see what happens.
B Animal(s): Children connect to animals for a variety of reasons. Children and animals have the ability to form a special connection, as animals are the perfect companions for kids, serving a lovable, yet protective role. Children enjoy caring for animals in addition to having the ability to control them at times, depicting clear themes of power. Using animal metaphors also makes it possible to discuss human situations in a symbolic way, as they can easily serve as abstract replacements for people. Children have a natural attachment to animals, as they fulfill many deep psychological needs, such as companionship, loyalty, trust, obedience, and submission.
Assignment 1 Directions (22.113 KB)
Assignment 1 Rubric (31.933 KB)
Directions:
This is your opportunity to illustrate your competency and ability to apply accurate counseling skills and strategies that you have learned in module 1 and 2 of the Cook-Cottone, et al., textbook.
For each prompt, develop a concise reaction that is informed from your understanding of the textbook content.
Prompts:1. (2 points). What are the most essential aspects that need to be covered during the first session with a child-client?
2. (5 points). Provide a concise dialogue of how you would explain your confidentiality practices to a parent. Within your dialogue, ensure you use prudent practices that you have learned from chapter 1, the module 1 presentation, and your own research regarding policies in your state.
3. (10 points). Using the insight gleaned from chapter 1, what are some of the developmental factors to keep in mind when working with children at each developmental level? What can you adjust for each developmental level, in the counseling setting? Which developing level would you be most effective in working with, and why? What developmental level might be challenging or less desirable for you to work with and why?
4. (5 points). Diversity comes in many forms. Counselors should strive to maintain awareness and develop cultural sensitivity and competencies. In the article from module 1 reading, AMCD Multicultural Counseling Competencies, what competency do you need to further develop? What tangible action steps can you take to nurture that competency? What people group might be challenging for you to serve and why? What counseling practices would you employ to handle this challenge?
5. (4 points). In chapter 1 of our textbook, topic, See The Big Picture, the experts point out that counselors should discern the differences between problems that are displayed during childhood and adolescence, versus “adult” problems that have earlier onset and are persistent across the life span. Summarize four learning points from the section of the book, that are relevant to understanding the differences between adolescent behavior, and adult-onset disorders.
6. (12 points). Relevant to chapter 2, good metaphors should be simple, concrete, relevant to the focus of the therapeutic work, and, relate to objects or events that the child is familiar with.
For each of the two metaphoric frameworks below, develop a counselor-generated metaphor to be used with a child client (age 12 or younger) to promote problem solving, explore relationships, to practice self-control or to increasing awareness.
Provide the age of the client, gender, and briefly explain the issue you are addressing with the metaphor; also describe the goal you want to accomplish using the metaphor. Then develop a narrative that described the way you would use the metaphor with your client.
A The traffic light: can be used in different ways and can, for example, provide a simple sequence to help children develop problem solving skills. Red means stop and define the problem. Amber means get ready and explore alternative solutions with green being the time to choose a solution and to go and try it out and see what happens.
B Animal(s): Children connect to animals for a variety of reasons. Children and animals have the ability to form a special connection, as animals are the perfect companions for kids, serving a lovable, yet protective role. Children enjoy caring for animals in addition to having the ability to control them at times, depicting clear themes of power. Using animal metaphors also makes it possible to discuss human situations in a symbolic way, as they can easily serve as abstract replacements for people. Children have a natural attachment to animals, as they fulfill many deep psychological needs, such as companionship, loyalty, trust, obedience, and submission.