Palm Beach State College Week

Jamie Buck 

Disorder

Children face many challenges when attending school. There are many pressures from, new environments, succeeding or failing, and social aspects, just to name a few. Many children have no issues with any of this while others may exhibit disruptive behavior, inattention, attendance issues, uncooperativeness, and avoidance in class from an underlying cause, anxiety (Ehemke, n.d.). Primary school children with anxiety may lack the understanding of what is causing their behaviors and will need the assistance of teachers, school counselors and parents to help them sort out what they are feeling and how to express it in a successful way.

Resource

A resource I would use to help teachers better understand a child with anxiety would be a website called, Child Mind Institute. I would either direct them to the website or print off resources for them, such as the Teachers Guide to Anxiety in the Classroom (Child Mind Institute, (n.d.). https://childmind.org/guide/a-teachers-guide-to-anxiety-in-the-classroom/ 

Script

Hi Ms. Smith, since it is the beginning of a new school year and most of the children are excited to be here but I am sure some may not be. I wanted to take this time to provide you with a quick resource about anxiety in children (hands her the print out from https://childmind.org/guide/a-teachers-guide-to-anxiety-in-the-classroom/). I think this will be very beneficial as the kids settle down in class and you begin to see some discrepancies among the children. Anxiety can present itself in many different forms, such as, “an upset stomach, disruptive or angry behavior, ADHD, or even a learning disorder” (Ehmke, n.d.). If you feel any of the children in your class are displaying such behavior, please reach out to me and we can work together to help the child become comfortable and successful in your class. 

Respond 2:Carrol Martin 

Topic

The middle school years are often thought of as a period of transition where students are moving from being a child to young adults. Also, children are looking more and more to their peers to fit in and feel accepted. Consequently, having self-esteem can be challenging, and students may need a way to focus on their personal ability to solve problems and develop a sense of achievement. 

Resource

A helpful resource for teachers is to utilize is problem-solving drawing as a creative Art Therapy intervention (Lee, 2017). In the research done by Lee (2017), using imaginative problem-solving drawing is a way to help students learn that they can find more than one solution to any given problem and that questions can have more than one answer. 

One example of a problem-solving drawing is to present students with an obstacle that prevents them from crossing a canyon to continue their journey. Then they are asked to respond visually by drawing a solution. 

Script

Hello Mrs. Daisy, thank you for meeting with me today. You have really gone above and beyond this year with your students, taking the time to focus on their academic goals and their personal goals. As you are well aware, middle school is a time of transition, and students question their abilities. As you have seen in your student Kelly, solving problems can seem overwhelming, and so I would like to take this time to discuss a wonderful resource you could try with Kelly and the entire class. As you can see, in this picture is an obstacle that prevents a person from crossing a canyon which makes it almost impossible to continue on the journey. At this time you would you can ask the students to respond by drawing a solution. Some examples you may see them draw are building a bridge, using a parasail, asking a friend for help, etc. This exercise aims to show students that problems can be viewed from many different angles and that there are many possibilities to solve a problem. I hope you will find this resource helpful, and please let me know if I can be of any help.  

Respond 3:RE: Welcome to Week 9! Sharon Ruffin main post (Reeves Family)

Introduction

Jacob Reeves is a 68 year old man who has been referred to counseling by his son, Lucas. Jacob is in the older adult stage of life. He has lost his wife and he is also now a retired firefighter. Jacob is not particularly in favor of  counseling although he is attending because he has been referred by his son.  He thinks his grandson is taking things that belong to him and has done this more than once. This is a concern for Lucas, his son, who has referred Jacob to counseling. Jacob has been described by his son as grouchy, and moody however at this stage of older-adulthood  he thinks he has a right to be grouchy. According to (Broderick & Blewitt 2019)

As people age, their web of family and friends become smaller.

Developmental Factors affecting emotional and psychological well-being of Jacob include, he is now in the older adult stage of life. His mental strength is declining. He is coming to terms with losing his wife which could relate to depression. He is not maintaining social relations with people at work.  Jacob is now a retired firefighter therefore interaction with former work relations have changed. As a result of not working he is not as physical.  He is adapting  to social change and his son, Lucas has moved him in to live with his  two children.

Life is more stressful for people who have limited opportunities to be a source of support to others or who experience limited success in their efforts according to (Broderick & Blewitt 2019)

Experiences more often than not, are associated with general well being. Jacob is also showing signs of being  forgetful and accuses others of taking things because he forgets he may have put it somewhere himself or no longer has it.

Two developmental goals to support Jacob include high-quality relationships and friendships that will involve some companionship (Buckley 2019-present).

Social support becomes more important as individuals grow older because of life changing experiences, worry, and loss of loved ones (Montpetit et al., 2017).These experiences can directly impact well-being.

Treatment Therapy

Strategies for Jacob in therapy treatment may include Cognitive training interventions to encourage active cognition and practice. Also Cognitive behavioral therapy for depression as Jacob has experienced life changing events, losing his spouse and retiring from his career as a firefighter. Jacob would also benefit from his son acknowledging his presence while discussing the past or the old days with him. Jacob would also benefit in counseling treatment to have the counselor be totally present in the moment while allowing him the space and have his thoughts and emotions validated.   

Respond 4 

Lakesha Brown 

Main Post-Reeves Family

Jacob is experiencing memory problems. This may affect his psychological well-being by increasing his stress or worry. Jacob expressed that he has been moody lately. This could be a result of his stress. It could also explain his reaction to being confused and unable to remember details about his wife. He may be feeling sad or upset and have difficulty expressing those feelings and understanding the changes that are affecting him.

Protective Factor

A protective factor that can optimize Jacob’s health is his family. Jacob’s family can serve as a general foundation in social support for him. His son has already shown that he pays attention to his father in his mentioning his memory struggles. Lucas also referred Jacob to counseling and encouraged him to move in with him and his children after Jacob’s wife died.

Sachs-Ericcson et al. (2021) examined the association that social support has on both depression and emotional regulation. Emotional regulation is having awareness and control of how strongly we react to something. An example being how a person with low emotional regulation may respond to someone yelling at them by hitting them or crying, instantly choosing to fight or flight. Someone with more emotional regulation may react by walking away or asking the person to stop. This requires a longer evaluation or awareness of the threat and a choice in how to proceed. The findings were that social support can cause an increase in emotional regulation and a decrease in depression. This is important to note because Jacob being moody may be related to his emotional regulation. The opposite was also true and social support caused a decrease in emotional regulation and an increase in stress. Stress can cause depression, and both can have negative effects on health. According to Broderick and Blewitt (2020), stress is related to heart problems in middle and older age, as well as related to lower immune system function.

Counseling Goals

One developmentally supportive counseling goal for Jacob is to redefine what success may look like for him at this time in his life. Joly-Burra et al. (2020) discussed how meeting goals can add to life satisfaction and how older adults choose goals that are more meaningful and personal. Having goals that are attainable and developmentally appropriate may be a great encouragement to him. A step toward this may be discussing Jacob’s interests, hobbies, how he wants to feel in life, etc. Because Jacob has been experiencing a lot of transition with losing his wife, moving in with his son and grandchildren, and experiencing mood and cognitive changes, another counseling goal would be to increase his social support. This could be done by introducing Jacob to grief counseling groups or finding ways to incorporate Jacob’s hobbies, interests, or goals into the family, such as family game nights or having Jacob share memories that he does have with his family. Jacob may also benefit from friends his age, such as his former firefighters or other friends.

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Palm Beach State College Week

Discussion 1): Discussion – Week 8 – Ernie Anderson

Introduction

Ernie Anderson is a 65 year old male that has come to counseling at his wife, Audrey, request. Although Ernie is grateful for the help that we have provided to his family, he has expressed that he does not believe in counseling. He has acknowledged that he is going through some things and insisted that he will he through it like anything else.

Eventually, Ernie became relaxed and opened up more about his life’s complications. Ernie let us know that he was downsized at his job and forced into retirement unexpectedly. His supervisor assured him that his job would be secure after the company’s merger. He has worked for the company for 30 years and had counted on being there until he chose to retire himself. He has not prepared for this change and often wonders how he will support his family now that his income has been reduced and he has lost his benefits. He is ashamed that his wife now has to work part time in order to make ends meet and feels that he let his family down.

Counseling Goals

Currently, Ernie is dealing with the fact that he now has to deal with being forced into an early retirement. He feels less of a man because his wife now has to pick up a part time job in order to make ends meet. As his counselor, I would advise Ernie to career counseling. As someone who was recently forced into retirement, career counseling will be beneficial for him. Career counseling comes in for people who are looking to retire but still need or want to work for several more years. As his counselor, we can offer career guidance, testing and career exploration. There are plenty of assessment and aptitude tests that can help him consider the opportunities that he would not have thought of by himself.

My second goal is to create a plan with Ernie so that he can be better prepared for retirement. I will advise him to review the retirement package that the company has offered and then to create a retirement budget. Also with our help, we can research par-time jobs that will help him financially but also, keep his mind off the fact that he is being forced into retirement from a company that he has put a lot into over the past 30 years.

It is important to stress to Ernie that his family and church family are important factors in this time. Being forced into retirement, can cause a person to fall into a depression. For many people, work brings a sense of purpose and often times peace. There is a lifelong desire to be a good provider for their family. Retirement can seem like a sense of loss. Retirement gives you time to enjoy family and to make new friends.

Counseling Interventions

I believe acceptance and commitment therapy would be good for Ernie as he is dealing with the distress from losing his job. ACT model defines psychological inflexibility as an inability to connect with one’s values in the present moment due to experiential avoidance and cognitive fusion (hayes et al., 1999). The six processes that are associated with psychological inflexibility are experiential avoidance, cognitive fusion, dominance of conceptualized past or future, attachment to conceptualized self, loss of contact with personal values, and inaction, impulsivity, or persistent avoidance.

Ernie Values family and being able to provide for his family. This treatment would be good for him because this model helps shine a light on those values so that we can avoid neglecting and losing contact with them.

Summary

Being forced into early retirement is causing Ernie to deal with emotional distress because he feels as though he cannot support his family and he is ashamed that his wife now being forced to work due to him losing his job. It is important to understand that Ernie is going through a change in his life right now and needs to adjust to the new stage that he is in. By understanding where he is and building that relationship with him, we can be better at assisting him and getting him acclimated to his newfound life. My focus is to have career counseling with him to help with his next steps on accepting where he is and how he can adapt to his current situation.

Discussion 2:

Main Post-Reeves Family

Lucas Reeves, 41, is having difficulties at home and within himself. For the past 11 years, he has a father to 3 children John (21), Justin (15), and Emme (11), who has Fetal Alcohol Syndrome (FAS). His wife abandoned the family years ago and neither Lucas nor his children have heard from or seen her since. Lucas also has had no extended family support. He has been working as a graphic designer for over 15 years and is successful in his career. He has not been able to advance in his career, travel, or participate in leisure activities due to having to care for his children. Lucas also does not have much of a social life due to having to care for his children, specifically Emme. Lucas has come to counseling looking for a ‘sounding board.’ He is frequently angry and having arguments with his oldest son Lucas, accusing him of wasting his talents and being lazy. Lucas also shares that he feels lost, wonders how his career could have been if he had made different choices. Lucas also acknowledges feeling lonely and aware that he is still single.

Counseling Goals

Pujar et al. (2018) mentioned the amount of stress that single parents face, as they must become the main financial, emotional, and other form of support providers. Due to the importance of mental health in Lucas’ journey, one counseling goal would be for Lucas to participate once a month in at least 1 healthy activity that involves focusing on or bettering oneself as an individual. An example would be attending the gym once a month or journaling. This is important, because Lucas may need to reconnect with or rediscover himself outside of the identity of a parent or a caregiver.

Another counseling goal for Lucas would be to choose 1-2 short-term goal to achieve within the next 3-6 months. These goals can be in any area, examples being go out on 2 dates in 1 month or finish 2 new projects at work. These goals will help in Lucas’ development of his self-confidence and sense of achievement.

Developmentally Supportive Intervention

Lucas may have been engaging in the regulation of loss style of adaptation. Broderick and Blewitt (2020) outline the three adaptation styles, explaining that regulation of loss involves adjusting to the change in circumstances by reducing personal expectations or accepting the reduction in one’s ability to do tasks or accomplish goals. Lucas was able to be a single father for his children, but he sacrificed his career growth opportunities, his leisure opportunities, as well as his romantic life to do so. Lucas wondering how far his career could have went if he made different choices may explain his arguments with John about wasting his potential. It is important for Lucas to understand how he used to see himself and how he currently sees himself in his current circumstances. It is possible that he projected his thoughts or feelings onto John, not knowing how to process them himself. This intervention of examining how Lucas sees himself will also lead into the intervention of identifying what Lucas feels he missed in his life. It is also important to understand career growth, leisure, travel, and even dating may represent to Lucas. Is it something that he can obtain currently in the same way, or could his expectations or path be adjusted? Butkovic et al. (2020) were able to conclude in their study that self-esteem is of greater importance for life fulfillment to middle-aged adults than it is young adults.

Summary

Lucas is experiencing increased anger, loneliness, and expressing unfulfillment in his career and personal life. He expresses feeling lost and mentions that he struggled to achieve his goals due to being a single parent and caretaker to his children. It is important for Lucas to examine and understand how he sees himself. It is also important for him to establish new goals that he can meet and accomplish. This can help him to rebuild his self-confidence and his identity outside of a father and a caretaker.

Discussion 3:Carrol Martin

My Specialty Area

As a School Counselor, my ideal age of children to work with is the elementary years, and an area of specialty I would like to focus on is Play Therapy. As a former preschool teacher and Mom of three, my heart has always been drawn to younger children. They have such sweet innocence and curiosity about the world. In the early elementary years, children learn about the world and where they fit in it, and I genuinely enjoy helping them find their way. My goal is to become a School-Based Registered Play Therapist (SB-RPT) in terms of Play Therapy. Bringing this type of intervention into a school will provide many opportunities for children in emotional, social, and cognitive ways. In the research done by Peabody (2000), children’s language lags behind their cognitive development; therefore, play becomes their language and how they communicate. I find it fascinating how Play Therapy can provide an opportunity for a child to express what they may be going through and provide healing and growth.

Required Training

To become a School-Based Registered Play Therapist (SB-RPT), there are essential requirements to fulfill. For example, along with continuous work in a school setting, an individual must have 150 hours of play therapy training and 50 hours of play therapy supervision. In my home state of Virginia, the Starbright Training Institute (www.starbrighttraininginstitute.com) has many relevant and practical training programs where perspective play therapists can meet these requirements. Fortunately, this institute is only about an hour away and easily accessible. In addition, The Virginia Association for Play Therapy (VAPT) is a branch of the national Association for Play Therapy. This chapter provides an opportunity for membership, informational training, and yearly conferences.

Vision For Positive Social Change

Applying Play Therapy with elementary-aged students relates directly to my vision of positive social change. In the early years of childhood, there are many opportunities to promote positive and lasting habits in children. As a School Counselor, I hope to instill this by guiding them through difficult decisions and overwhelming feelings. In this way, providing a solid support system will ultimately set the stage for lifelong healthy habits.

Discussion 4:

Sherea Williams

Ideal Client and Specialty Area

When thinking of being a counselor, the ideal client that I see myself working with, would be adolescents. I would love to work with teenagers, during their high school years, as they often face life determining decisions, during this phase in their life. Areas that I would like to specialize in would be sandtray, music, drama and art therapy. I feel that these areas would work great for this particular age group. Also, I believe that there are many ways as to how these arts can be implemented within a school environment. Such as operating in a single or group setting, where awareness can be made regarding particular subjects.

Necessary Training

With regard to working with this particular client, I would need to ensure that I receive training on a year round basis. As it is important to stay in the know of different techniques and new information, as society make changes and I would need to keep up with it. The Texas Counseling Association, provides online training for different categories with multi programs and up-to-date information. Being active with TCA, can assist me with keeping up with counseling laws in Texas, stay connected within a circle of other professionals who are in the same field and being able to reach out for any questions or assistance that I may need. Also, I would become a member of the National Coalition of Creative Arts Therapies Associations, Inc. Becoming a member, would help my expertise in Expressive Arts Therapy, as they offer conferences and workshops.

Vision for Social Change

Working with adolescents during their high school years, could make a great impact on social change. Within these four years, students learn much about themselves and potentially what they want to be in life. Norms and behaviors can be altered, as they learn potent information, that could be life changing for them. This is ideal for students during this stage in their life, before they step into the stage of young adulthood.

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Palm Beach State College Week

For those working in the clinical mental health field, the first step in creating a treatment plan is selecting an appropriate Diagnostic and Statistical Manual of Mental Disorders (DSM-5) diagnosis. If you are working in the school setting, your first step is identifying a main issue, if no diagnosis is provided. Once a diagnosis or an issue is selected, then you can begin to create goals. Goals are used to help select appropriate interventions to use in session.

An additional step, when working with minors, is the consultation with caregivers and/or teachers. It is critical to include others in the process of helping the client to be as successful as possible and maintain consistency and transparency.

Your Final Project is an exercise in selecting appropriate interventions to help clients meet their overall goals and gathering resources to provide to caregivers or teachers, while accounting for any potential cultural considerations. For your Final Project, you will create a treatment plan for a fictional client. This treatment plan will incorporate three interventions/techniques that use play therapy or an expressive arts intervention. You must select at least one of each. For example, you may research two play therapy techniques and one expressive arts intervention. Then, for each intervention/technique, you will create a 1-page bulleted outline and an infographic to educate parents/caregivers.

To prepare for the Assignment:

  • Select a disorder experienced by children or adolescents.
  • Create a fictional client profile that includes age, ethnicity/race, gender, grade level, socio-economic status, sexual orientation, religion, intellectual abilities, physical abilities, and any other areas you think would be important to consider, such as cultural considerations. Your fictional client must have been affected by a traumatic or adverse experience (for example, you decide your client’s parents had an amicable or nasty divorce, that the child suffered from abuse or neglect, or you can choose another adverse experience).
  • Review the Assignment questions that are included in the instructions listed below.
  • Research play therapy or expressive arts interventions that could work with your fictional client. Note: You will need to select a total of three intervention/techniques.
  • Research resources to provide parents/caregivers and teachers to support your identified intervention with the client.
  • Consider how any potential cultural considerations may affect your client and the counseling process.

Submit the following for the Treatment Plan:

Page 1:

Create a cover page that provides your fictional client’s profile. The profile must include:

  • The client profile, including age, ethnicity/race, gender, grade level, socio-economic status, where the client lives, whom the client lives with, sexual orientation, religion, intellectual abilities, physical abilities, and any other areas you think would be important to consider, such as cultural considerations
  • A referral reason/concern

Pages 2–4:

Create a 1-page bulleted outline for each of the three interventions/technique. Each outline must include:

  • A brief written description of the technique or intervention and its expected benefits
  • The materials required to implement the technique or intervention
  • A 1-paragraph rationale as to why this intervention is helpful for your fictional client
    • Include the relevant unique characteristics of the child/adolescent that would make this technique appropriate, for example, a child who likes to create, an adolescent who likes to read, a child who likes to be physically active, an adolescent who has difficulty or opening conversations with peers. Include any cultural considerations and whether age range is a factor and why (or why not).
  • At least one peer-reviewed research article citation that supports your rationale to use this intervention
  • One resource to provide a teacher of your client
    • Include the resource in your paper as an Appendix, if it is a handout. If your resource is a website or a book reference, make sure to include the link to access the information.
    • Write a 1-paragraph email to the teacher explaining why this resource supports the client.

Pages 5–7:

Create an infographic for each of the three interventions/technique to provide parents/caregivers that should include:

  • One resource to provide parents/caregivers
  • An explanation for why this resource supports parents/caregivers and the child/adolescent

Your Final Project should total at least 7 pages and include:

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