In this post, we look at how Motivational Enhancement Therapy can be applied to a practical situation. More specifically, we’ll discuss how counsellors can utilise this model to assist clients suffering from eating disorders. To start, consider the Four Fundamental Principles (Lacey & Lister, unpublished) outlined below: The client’s drive towards thinness is ego-syntonic — […]
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As children travel through the journey of life they are faced with many different developmental challenges. Early in life, babies learn to pay attention and be part of a relationship. As they grow they learn to use their imagination and think logically. Greenspan and Salmon (1995) developed a road map outlining the emotional milestones children […]
Children with aggressive behaviour constitute one of the most common and difficult challenges for parents, particularly for young parents. To work on this issue it is crucial that parents have developed a relationship (with the child) based on solid communication and trust. Parents must be willing to take a step back from the situation and […]
With the assessment complete, the next step to ensure that the needs of the child and family are met is case planning. Essentially case planning is the process of setting goals and building in strategies to meet those goals. The counsellor must work with the child and/or family to decide upon the goals that are […]
There is not a clear cut off line from where the assessment ends and the intervention begins in child and family work. Following is a number of approaches to intervention that have been selected because they are consistent with values of self-determination, respect, dignity empowerment and social justice: values commonly drawn upon in child and […]
Assessment is the core function for counsellors in child and family services. It begins with efforts to engage a child and family in order to build a working relationship where you as the counsellor can encourage participation rather than resistance. The assessment requires the counsellor to make sense of all the information sh/e is given […]
There are behavioural cues that alert the counsellor to the possibilities of a child being abused; different indicators are associated with the different abuses. Remembering that the indicators mentioned here are not absolute and that one behaviour that the child displays may not mean they are abused or neglected. There are four recognised forms of […]
Identifying and reducing the stressors that put a family at risk can be important opportunities to assist families in overcoming the abusive home environment. While it has already been mentioned that the stressors of socio-economic status are a major underlying contributor in some families due to the added stresses of poverty, isolation and drug and […]
Whatever the cause of the abuse and/or neglect, it can have long-standing consequences for the child. The younger the child, and the more vulnerable they are, the more serious the consequences are likely to be, however, with early intervention children can recover from abuse and neglect. When the abuse is ongoing or long term it […]
As stated in The Australian Institute of Family Studies, 2004 edition of Identifying and Responding to Child Abuse and Neglect, the sad facts are: There are four recognised types of child abuse: physical abuse, sexual abuse, emotional/psychological abuse, and neglect. Children and young people are most often abused by a parent or a carer. The […]
The very basis of socially acceptable behaviour is clear communication from parents. Often parents will simply call out in a stern voice: “Jane” and expect the child to understand this command. But Jane could be shoving cake in her mouth with both hands while watching TV. So which behaviour is her parent referring too? Depending […]
John has been attending counselling sessions for several months seeking help with the difficulties he is finding in dealing with his relationship break-up. He and his partner were together for ten years and have two children, a boy aged 9 and a girl aged 7. John has access to them every other weekend and for […]
Depending on the outcomes so far, you should use the following guidelines: Un-Happy Reflect back on your 1st and 2nd discussions with the teacher. Use this information to write a letter to the principal outlining the situation. Make sure you are calm and not insultive to the school or the teacher. Ask for an appointment […]
The fourth step (click the links to review steps 1, 2 & 3) in addressing bullying involves evaluating the school’s response. After having a follow-up meeting with teachers and other relevant school staff, document what was discussed in the meeting, including the date, the meeting attendant’s names and positions, and details of what was discussed and agreed […]
The third step (click the links to review steps 1 and 2) in addressing bullying involves helping your child develop positive strategies. Below are three types of strategies to consider. Depending on the age of your son/daughter you can adjust these to suit. In all behaviour modifying situations, there are proactive and reactive strategies to […]