| 000 | 05354cam a2200517Ii 4500 | ||
|---|---|---|---|
| 001 | ocn896826620 | ||
| 003 | OCoLC | ||
| 005 | 20240726105254.0 | ||
| 008 | 141124t20142015nyu ob 001 0 eng d | ||
| 040 |
_aNT _beng _erda _epn _cNT _dNT _dIDEBK _dEBLCP _dDEBSZ _dOCLCF _dAGLDB _dICA _dXFH _dOCLCO _dZCU _dJBG _dOCLCO _dMERUC _dOCLCO _dOCLCQ _dOCLCO _dOCLCA _dBUF _dOCLCO _dD6H _dOCLCQ _dOCLCO _dVNS _dVTS _dICG _dAU@ _dOCLCO _dOCLCQ _dOCLCO _dOCLCA _dTKN _dSTF _dDKC _dOCLCO _dOCLCQ _dOCLCO _dOCLCQ _dOCLCO _dOCLCQ _dK6U _dOCLCA _dLOY _dOCLCO |
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| 020 |
_a9780826130044 _q((electronic)l(electronic)ctronic) |
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| 050 | 0 | 4 |
_aBF636 _b.E446 2014 |
| 049 | _aMAIN | ||
| 100 | 1 |
_aCook-Cottone, Catherine P., _e1 |
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| 245 | 1 | 0 | _aThe elements of counseling children and adolescents /Catherine Cook-Cottone, Linda Kane, Laura Anderson. |
| 260 |
_aNew York : _bSpringer Publishing Company, _c(c)2014. |
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| 300 | _a1 online resource | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_adata file _2rda |
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| 504 | _a2 | ||
| 505 | 0 | 0 | _aCover; Title; Copyright; Contents; Foreword; Preface; A Text Born from Necessity; Knowledge and Practical Skills Presented in an Accessible Format; Welcome; Acknowledgments; Share The Elements of Counseling Children and Adolescents; Chapter One: Setting the Stage; 1. Initial Contact; 2. Respect Caregivers and Family Members in the Process; 3. The First Appointment; 4. Share Your Background; 5. Explain Counseling; 6. Provide an Overview of Guidelines; 7. Address Confidentiality and Privacy; A. Privacy Between Child and Caregiver; B. Privacy Rule. |
| 505 | 0 | 0 | _a8. Begin to Explore the Client's Story and Create Counseling Goals9. Create a Developmentally Accommodating Office Space; 10. Be on Time; 11. Individualize Counseling; 12. Meet Your Client's Age and Developmental Level; 13. Developmental Framework; 14. Address Resistance, Create a Working Alliance; 15. See the Big Picture; Summary and Discussion Questions; References; Chapter Two: The Processes of Counseling With Children and Adolescents; 16. Reflect First (Content, Feeling, and Meaning); 17. Focus on Feeling; 18. Summarize; 19. Reflect the Process; 20. Speak Briefly. |
| 505 | 0 | 0 | _a21. Allow and Use Silence22. Use Open-Ended Questions; 23. Confront Effectively and With Care; 24. Use Developmentally Appropriate Language; 25. Be Concrete; 26. Match the Strategy or Technique to Processing Level; 27. When Words Fail, Draw or Play; 28. Use Stories and Metaphors; Summary and Discussion Questions; References; Chapter Three: Strategies for Assisting Self-Awareness and Growth; 29. Reflect and Give Time for Processing (Do and Do Not Do); 30. Avoid Giving Advice; 31. Avoid Relying on Questions; 32. Listen Carefully to the Words Used; 33. Focus on the Client. |
| 505 | 0 | 0 | _a34. Pay Attention to Nonverbals35. Ground Feelings in the Body and Teach Distress Tolerance; 36. Pause and Reflect Themes/Enumerate Topics; 37. Use a Problem-Solving Model; 38. Set Clear, Measureable Goals; Summary and Discussion Questions; References; Chapter Four: Misconceptions and Assumptions; 39. Do Not Assume That Change Is Simple; 40. Academic Developmental Level Does Not Equal Emotional Developmental Level; 41. Agreement Does Not Equal Empathy; 42. Avoid Moral Judgments; 43. Saying They Understand Does Not Mean That They Understand. |
| 505 | 0 | 0 | _a44. You Can't Assume That You Know (Feelings, Thoughts, and Behaviors)45. Do Not Assume That You Know How Clients React to Their Feelings, Thoughts, and Behaviors; 46. Do Not Assume That All Interventions Will Be Safe or Appropriate for All Clients; 47. Positive and Rational Thinking Are Not the Same; Summary and Discussion Questions; References; Chapter Five: A Brief Introduction to Evidence-Based Practice and Contemporary Interventions; 48. Be Familiar With Limitations of ESTs With Children and Adolescents; 49. Practicewise Clinical Decision-Making Support. |
| 520 | 0 | _a""Offers precise, practical guidance based on a proven teaching format."". Tailored to the specific needs of the child and adolescent client, this concise, easy-to-read primer provides essential and practical guidelines for counselors and psychologists who are training to work with children in both clinical and school settings. It is modeled after the highly successful and time-tested ""Elements of ... "" format used in many teaching disciplines. The book distills the basic concepts that beginning professionals must keep in mind as they approach practice, offering guidance in logical, numbered. | |
| 530 |
_a2 _ub |
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| 650 | 0 |
_aChildren _xCounseling of. |
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| 650 | 0 |
_aTeenagers _xCounseling of. |
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| 650 | 0 | _aCounseling. | |
| 650 | 0 | _aChildren. | |
| 650 | 0 | _aPsychology, Applied. | |
| 650 | 0 | _aMental health services. | |
| 650 | 0 | _aNational health services. | |
| 650 | 0 | _aMedical care. | |
| 655 | 1 | _aElectronic Books. | |
| 700 | 1 |
_aKane, Linda, _e1 |
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| 700 | 1 |
_aAnderson, Laura _e1 |
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| 700 | 1 | _q(Laura M.), | |
| 856 | 4 | 0 |
_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=910075&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password |
| 942 |
_cOB _D _eEB _hBF. _m2014 _QOL _R _x _8NFIC _2LOC |
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| 994 |
_a92 _bNT |
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| 999 |
_c94790 _d94790 |
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| 902 |
_a1 _bCynthia Snell _c1 _dCynthia Snell |
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