Some clinicians may find working with children and adolescents challenging, and they can have varying reactions to their young clients. For example, some clinicians may become emotionally attached to a child or adolescent, particularly if the child or adolescent is extremely vulnerable or emotionally fractured. Being emotionally attached may potentially obscure the clinician’s objectivity. Other professionals may feel disconnected or angry toward their young clients if the child or adolescent is aggressive, attempts to anger the helping professional, or refuses to cooperate during counseling. Sometimes it is just very difficult to understand a child’s or adolescent’s perspective on an issue. It is important that helping professionals are aware of their potential reactions toward a child or adolescent whom they counsel and recognize their strengths and limitations when counseling this population.

For this Discussion, review the media Child and Adolescent Counseling, and consider your strengths and limitations related to working with children and adolescents. Think about how your strengths and limitations may or may not impact the counseling process.

With these thoughts in mind: By Day 3

Post a brief description of the population and one child or adolescent issue (i.e., social, emotional, behavioral) with which you might be interested in working and explain why. Then, describe one professional strength that may contribute to your effectiveness in working with this population. Finally, explain why it is important for you to assess your strengths and limitations as a clinician working with children and adolescents before working with this population. Be specific and use examples to illustrate your points.

Be sure to support your postings and responses with specific references to the week’s resources.

  Required Readings Peterson, A. (2018, June 1). The overprotected American child. The Wall Street Journal. Retrieved from https://www.wsj.com/articles/the-overprotected-american-child-1527865038 Michigan State University. (2016, July 14). Dads play key role in child development. ScienceDaily. Retrieved from www.sciencedaily.com/releases/2016/07/160714110912.htm Carr, A. (2016). Family therapy for adolescents: A research‐informed perspective. Australian and New Zealand Journal of Family Therapy, 37(4), 467-479. Clark, C. (2013). Irreducibly human encounters: Therapeutic alliance and treatment outcome in child and adolescent psychotherapy. Journal of Infant, Child and Adolescent Psychotherapy, 12, 228-243. Fitzpatrick, M. R., & Irannejad, S. (2008). Adolescent readiness for change and the working alliance in counseling. Journal of Counseling & Development, 86(4), 438–445. As you review this article, focus on the practitioner–client relationship and how this type of relationship may inform your decision to work with this population. Center for Disease Control and Prevention. (n.d.). Milestone checklists. Retrieved from https://www.cdc.gov/ncbddd/actearly/pdf/checklists/Checklists-with-Tips_Reader_508.pdf Center on the Developing Child. (n.d.). Three core concepts in early development. Retrieved from https://developingchild.harvard.edu/resources/three-core-concepts-in-early-development/ Center on the Developing Child. (2007). The science of early childhood development (InBrief). https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/ Mercer, J. (2017). Evidence of potentially harmful psychological treatments for children and adolescents. Journal of Child and Adolescent Social Work, 34(2), 107–125. National Association of Social Workers. (2003). NASW standards for the practice of social work with adolescents. Retrieved from: https://www.socialworkers.org/LinkClick.aspx?fileticket=rUt4ybE_GW4%3D&portalid=0  Document: Journal Entry Guidelines (PDF)

Choose one of these case studies to develop your Final Project for the course. Working With Children and Adolescents: The Case of Chase (PDF) Working with families: The case of Brady. (2014). In Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). Social work case studies: Concentration year (pp. 30-32, 108-110). Baltimore, MD: Laureate International Universities Publishing [VitalSource e-reader]. Working With Families: The Case of the Cooper Family (PDF) Required Media Laureate Education (Producer). (2014h). Introduction to Child and Adolescent Counseling [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 2 minutes.

In this media program, Dr. John Sommers-Flanagan discusses the origin of referrals for child and adolescent counseling. Focus on how understanding child and adolescent development might inform your professional practice.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Laureate Education (Producer). (2014g). Getting started [Interactive media]. Baltimore, MD: Author. Getting Started Transcript (PDF)
In this media program, focus on the different counseling approaches used with the child, the adolescent, and the adult.