child and adolescent counseling

The Final Project is a descriptive narrative divided in two sections. Section One requires you to analyze a case study of a family in crisis, to include a child, an adolescent, and a set of parents. Section Two is a self-reflection of your abilities to be an effective counselor who works with children, adolescents, and families and to insure your interventions meet CACREP standards.

Section One:

Review the Final Project Case Study

of a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. Include the following:

  1. Briefly describe the presenting problem from the family’s perspective and what theoretical orientation you will use to analyze and develop a treatment plan for this case.
  2. Briefly describe any underlying problems or potential psychiatric diagnoses contributing to the primary problem that should be noted as you proceed with counseling. Also, list and describe these potential problems/diagnoses.
  3. Identify the client. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the “identified client” also could be identified as a client. If so, describe who and why.
  4. Identify the unique needs of each individual in the family.
  5. Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem.
  6. Briefly explain the child and adolescent culture and at least one general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.
  7. Describe one intervention you might use for the child, one intervention for the adolescent, and one intervention for parents.
  8. Justify your interventions with evidence-based research to support the use of the interventions you have identified.
  9. Briefly describe one preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.

Section Two:

Review the CACREP Standards for Section 5-F Entry-Level Specialty Areas, Marriage, Couple, and Family Counseling.

  • Under the “Foundations” section, select two criteria related to child, adolescent, and family counseling that you believe are most important for you to learn. Justify your selection and support it using evidence-based research.
  • Explain how the criteria you selected may support your ability to intervene effectively with the family in crisis depicted in the case study in Section One.

Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future marriage, couple, and family counselor working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that impact your effectiveness working with children, adolescents, and families.

  • Explain any areas of strength you identified as you worked on this course that impact your effectiveness working with children, adolescents, and families.
  • Explain any areas of development you identified as you worked on this course that impact your effectiveness working with children, adolescents, and families.
  • Explain any insights you had or conclusions you drew as you worked on this course regarding your interest in becoming a marriage, couple, and family counselor that works with children and adolescents.

References:

Home

  • 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 5 “Autism Spectrum Disorder”
  • Ali, M. M., Salleh, N. M. (2008). Similar of different? Examining views on exceptionality among individuals with and without special needs. International Journal of Diversity in Organizations, Communities, and Nations, 7(6), 335–342.
    Retrieved from the Walden Library databases.
  • Estell, D. B., Farmer, T. W., Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J. (2009). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school Click for more options . Journal of Child and Family Studies, 18(2), 136–150.
    © 2009 by HUMAN SCIENCES PRESS. Reprinted by permission of HUMAN SCIENCES PRESS via the Copyright Clearance Center.
  • Orfus, M., & Howe, N. (2008). Stress appraisal and coping in siblings of children with special needs. Exceptionality Education Canada, 18(3), 166–181.
    Retrieved from the Walden Library databases.
  • Xiong, N., Yang, L., Yu, Y., Hou, J., Li, J., Li, Y., Liu, H., Zhang, Y., & Jiao, Z. (2011). Investigation of raising burden of children with autism, physical disability and mental disability in China Click for more options . Research in Developmental Disabilities: A Multidisciplinary Journal, 32(1), 306–311.
    © 2011 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS. Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via the Copyright Clearance Center.
  • Rose, C. A., Espelage, D. L., Aragon, S. R., & Elliot, J. (2011). Bullying and victimization among students in special education and general education curricula. Exceptionality Education International, 21(3), 2–14.
    Retrieved from the Walden Library databases.
  • Roskam, I., Zech, E., Nils, F., & Nader-Grosbois, N. (2008). School reorientation of children with disabilities: A stressful life event challenging parental cognitive and behavioral adjustment. Journal of Counseling & Development, 86(2), 132–142.
    Retrieved from the Walden Library databases.
  • Woods, A. G., Mahdavi, E., & Ryan, J. P. (2013). Treating clients with Asperger’s and autism. Child & Adolescent Psychiatry & Mental Health, 7(1), 1–8.
    Retrieved from the Walden Library databases.

 

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