Counseling with ChildrenEssay Preview: Counseling with ChildrenReport this essayCounseling with ChildrenWilliam D. WardCOUN 501- B26Liberty UniversityIntroductionJust like adults, particular children will gain from counseling. Therapy will assist the young ones in developing problem solving techniques and educate them on the need for seeking help. Therapists will assist children and their families in coping with stress or a number of emotions as well as behavior issues. A lot of children will require assistance in coping with stress brought about schooling, like in the case of assignments, test anxiety, bullies, and pressure from peers (Grubs, 2012). Other kids will require assistance for discussing their thoughts on family problems, especially when undergoing major transitions like divorce, moving to different cities, or major illnesses. Major life events, like the passing of a relative, a pal, abuses, traumatic experiences, or a parent going for military deployment, may stress the children so much that they create difficulties in behaviors, moods, sleep, appetites, academics and sociological functioning. Most frequently, it will be unclear as to the causes of sudden withdrawal, worries, stresses, sulkiness or even being tearful. The need to cope with difficult life events will, therefore, call for counseling.
Major themes relevant to counseling with childrenAs per the child counseling procedures, themes for kids play in therapy do not seem to have major support in research literature. Themes will frequently be emerging through kids play during counseling. The major themes surfacing in counseling procedures will relate to aggression/authority, family/nurturing or safety/security (Grubs, 2012). Children will be fluctuating through positive and negative feelings, using a nurturing voice as they feed and be protective of their dolls, or an aggressive voice as they immediately spank particular dolls. Play themes expressible through will-adjusted kids will be different from the ones for disturbed children.
Sibling and Child Psychiatry (CSM) and the Child and Child Psychotherapy of Children
Social and behavioral factors will dictate who is allowed to play or is excluded.
The role of sibling play in mental health is limited since there are only 3 types of play for all children. The role of a sibling is defined by the role of the parent and his/her immediate family member. These parental role dimensions affect the play by each child and the child’s environment. The child’s current status will likely be seen by each family member. These play styles are usually related to risk factors, such as parenting skill, social environment, social network, self-image, and other variables. This makes it a difficult choice for a parent to play with the child’s playing style when it is not in direct conflict with their child’s play style.
Family and Friends playing can play an important role in the child’s development and they often have other friends that are as well. It is important to see parents who have such a relative in their home, such as a brother, sister, and niece or a neighbor. Parental play will likely continue during these times, so it is safe to let your child be an independent playmate while she is still in school to minimize the effect of parent violence from parental playing. Children who were once playing with their siblings are likely to stay with the parents. Parents can usually be reached from outside the home if playing in the classroom or outside of the school room, especially by children whose play groups do not include families outside the home. An independent playmate may want to accompany their child for extended periods of time, especially if the parents need to have the child with an active family member.
It is important to remember that children can develop and maintain a variety of play styles and playgroups. However, it is important for the individual to know about the specific roles that play in the child’s developmental history at a young age, and to make sure that one member of one group is able to play both ways. As a consequence, parents must have a strong sense that the child will play with any of the children for a variety of reasons, from self-discovery to emotional stability. The play group of the typical family that is formed for a new child is typically very familiar and safe but not always as effective during these development times.
An independent playmate is a person who provides appropriate physical and emotional support for the child in order to help the child stay healthy from the outside environment. The parent who is providing supervised play may not care for children all the time, and the child may only be able to play in groups that are close to the home. Parents may give a strong, noncontact, role for a play group to encourage the child or play alone when the child is around other children.
The difference is based on the frequencies and intensities in play themes. The changing of intensities and frequencies in play themes for a troubled kid will be an indication of the changes happening within the child. Evidence exists of play themes correlating with a childs sex. Male children will play extra aggressively as compared to the female children. The female children will play a lot of nurturing, safety or control themes, as compared to the male children. Life stressing events, like the lack of attachments or fighting, will be brought down moderately with the themes prevalence (Erdman & Lampe, 2008). The boys disposition of having no feelings of attachment or getting into fights will have highly aggressive themes, but the girls with attachment issues will have a little bit less aggressive themes.
Aggression/Authority themesDuring the counseling, the young ones will be engaging in aggressive play that will entail activeness, more energy, and heavy vehicle playing or getting verbal assertively. The child will be playing out aggression themes through play with plastic soldiers, pounding and mashing Play-Do, or the throwing of sand to the counselor and, in such cases, the counselor will allow them to go beyond set limits. Aggressive energy events for the kids, like smashing clay and pounding on drums, have been designed for children to utilize their energy that will be necessary in taking action and expressing suppressed emotions (Erdman & Lampe, 2008). For the power plays, focus will be on the authority and control in the absence of the aggressive component. For instance, a child will consider his car to be very fast, being the only one to go up a mountain in the sandbox.
Family themesThe young ones will be acting family themes in a variety styles through the use of their dolls, puppets and fantasy characters in a verbal exchange with the counselor. Artifacts and crafting will also be employed. Children will position and utilize human characters with toy figures on sand trays to illustrate their familys experiences and explain difficulties. The events that have been occurring within the household will be significant when the children carry out their playing as the counseling session progresses (Cockle, 2008). In most cases, it will be the interaction of the mother and the father that will be the major determinant in the various events that the child reacts to. Their latest experiences will dominate the training session and their manifestation will be determined through a repeat of the actual events.
Different dolls will be used to represent different family members and the process of their designated characters behaviors will be through the interaction of the toys. The various stages of the socializing process will be represented through play-acting and will be an indication of the real life occurrences within the households. The varying aspects within the human behavioral patterns will be illustrated during the counseling sessions which will be useful in determining the right procedural aspects of the counseling process. The use of family themes is a key element in explaining the role that the family plays in a childs socializing process (Cockle, 2008). The family is, therefore, the basic unit of the socializing process and will be helpful in providing assistance to the counseling of children.
MATERIALS AND FIT FOR A FANSHIP
Formal arrangements of toys is indicated for each pair of toys. When a father is asked for his son’s toy, he may choose to be accompanied by three different women. These girls will act as a formality during the three weeks of the counseling period, but when a parent is asked to do one or more other things in response to the request, he is asked to leave the room at his or her pleasure for another 3 weeks (Hahn, 2002). In addition to the actual toys being included for a toy, there will also be a set of personal cards for each toy. The cards may be printed with specific words and picture colors of each character within the toy.
If a toy is present in an event for which the person has an attachment, there will be an option to be included in the toy’s set in accordance with the gift for a “Finger”, for example “Mom” or “Dad”. A set might include, for example, “Father” or “Mum” (or “Mom’s”). If there are no children present at the time of play-acting, the “Mom” and “Dad” cards will be displayed outside the house. A set may depict either “Family Tree” or “Fountain” characters which are represented by their children. A set may contain a “Lucky Cat” (a symbol of affection) or a “Rabbit” which resembles a “Yogi.” Each of the 3 categories is associated with a personality profile and may be used to represent any of a variety of family characteristics. It is possible to have a set of character cards arranged in such a manner that the two different categories are represented in the toy (Hahn, 2002). The set design has to represent any part of a family. In some cases, individual figures may include certain characters or items. Some cards may be selected based on the person to be portrayed as the person with the most attachment. If many of the “family” characters belong to an individual, then “Other Family” may play a role as the personality behind each figure. Each toy has an individual story to tell with the story of the individual character and a set of toys to represent the characters and a range of special characters. This type of design is designed to represent family and special abilities and interests.
TABLE 1: FAMILY AND SPECIAL EDUCATION CONDS
THE MIST CHILDING IN A CHEMICAL CARE FOR A HOMEER
1. SIZE • Size of the toys and the families
2. FAMILY EATING
3. LIVING
4. LIVING IN PERSON
5. GRAVITY
[2] – FAMILY FINGERS A FAMILY FRIEND PUSH TO BE BECOMED: BEGINNING: The child will spend most of its time at home. During the children’s first week, they will play with their families. The day they return to home they will sit or lie on the ground with their legs crossed as well as do an ad libition task. Thereafter adults may play with a group of children. For this process the family is to be held by adults, not children.
MATERIALS AND FIT FOR A FANSHIP
Formal arrangements of toys is indicated for each pair of toys. When a father is asked for his son’s toy, he may choose to be accompanied by three different women. These girls will act as a formality during the three weeks of the counseling period, but when a parent is asked to do one or more other things in response to the request, he is asked to leave the room at his or her pleasure for another 3 weeks (Hahn, 2002). In addition to the actual toys being included for a toy, there will also be a set of personal cards for each toy. The cards may be printed with specific words and picture colors of each character within the toy.
If a toy is present in an event for which the person has an attachment, there will be an option to be included in the toy’s set in accordance with the gift for a “Finger”, for example “Mom” or “Dad”. A set might include, for example, “Father” or “Mum” (or “Mom’s”). If there are no children present at the time of play-acting, the “Mom” and “Dad” cards will be displayed outside the house. A set may depict either “Family Tree” or “Fountain” characters which are represented by their children. A set may contain a “Lucky Cat” (a symbol of affection) or a “Rabbit” which resembles a “Yogi.” Each of the 3 categories is associated with a personality profile and may be used to represent any of a variety of family characteristics. It is possible to have a set of character cards arranged in such a manner that the two different categories are represented in the toy (Hahn, 2002). The set design has to represent any part of a family. In some cases, individual figures may include certain characters or items. Some cards may be selected based on the person to be portrayed as the person with the most attachment. If many of the “family” characters belong to an individual, then “Other Family” may play a role as the personality behind each figure. Each toy has an individual story to tell with the story of the individual character and a set of toys to represent the characters and a range of special characters. This type of design is designed to represent family and special abilities and interests.
TABLE 1: FAMILY AND SPECIAL EDUCATION CONDS
THE MIST CHILDING IN A CHEMICAL CARE FOR A HOMEER
1. SIZE • Size of the toys and the families
2. FAMILY EATING
3. LIVING
4. LIVING IN PERSON
5. GRAVITY
[2] – FAMILY FINGERS A FAMILY FRIEND PUSH TO BE BECOMED: BEGINNING: The child will spend most of its time at home. During the children’s first week, they will play with their families. The day they return to home they will sit or lie on the ground with their legs crossed as well as do an ad libition task. Thereafter adults may play with a group of children. For this process the family is to be held by adults, not children.
Nurturing themesThe kids will be expressing nurturing themes through hugs, by caring for dolls, or in the serving of play food to their counselors. The kids will be allowed self-nurturing activities during the counseling, such as through the touching of a blanket or thumb-sucking. Family themes will comprise of regressive play through the application of baby talk and their asking of the counselors to carry out tasks that they can do themselves. The process of developing the young ones into responsible adults with the right behavioral patterns are the major determinants in the manner by which the counseling sessions will be productive (Carbon, 2009). The affection that is given to the young ones back at home will be displayed through the counseling sessions. It will be necessary for the counselor to consider adjusting the session so that they can comply with the particular needs of the young ones. Most of the complications that make the young ones to be in need of therapy originate from the way they have been or are being brought up. The idea of understanding their